Lourdes Branch
Clara Norales
Dr. O’connor-Petruso
EDUC 7204T-NET1
Lesson 1
Title: The Parts of a Plant and Their Functions
Bloom’s Taxonomy: Knowledge
Analyze
Gardner’s Multiple Intelligence(s): -Visual/Spatial
-Musical
-Naturalistic
Children’s Literature: My Plant by Paula Barrios
NCTM Math Skills
Process Standards: Representation
Content Standards: Measurement
NAEP Process Skills
Scientific Inquiry: S4.2 Conduct scientific investigations using appropriate tools and techniques
(e.g., selecting an instrument that measures the desired quantity—length, volume, mass, weight,
time interval, temperature—with the appropriate level of precision)
Technology: T4.1 Propose or critique solutions to problems, given criteria and scientific
constraints
NAEP Science Content Standard
L4.5: Plants and animals have life cycles. Both plants and animals begin life and develop into
adults, reproduce, and eventually die. The details of this life cycle are different for different
organisms.
ISTE NETs Standards for Literate Students
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology. Students:
a. Apply existing knowledge to generate new ideas, products, or processes.
Behavioral Objective(s):
-Students will be able to identify the parts of a plant.
-Students will be able to define the functions of each part of a plant.
Motivational Constructivist Question and/or Activity(ies) for the lesson entitled
“Motivation/Constructivist Activity:” The teacher will ask the following open-ended
questions: What do you know about plants? Where have you seen plants? What things have you
seen on plants?
Time Duration: 2 Periods (90 minutes)
Materials:
1. Smart Board
2. Laptop Computer
3. 8 small plants
4. Book: My Plant by Paula Barrios
5. Parts of a Plant worksheet
6. Parts of plants chart
7. Rulers
Procedures:
The teacher will do a read aloud of the book titled My Plant by Paula Barrios.
1. The teacher will introduce the topic of plants and their parts.
2. The teacher will review the vocabulary with the students:
a. Plant
b. Decomposers
c. Flowers
d. Fruit
e. Leaves
f. Roots
g. Seeds
h. Stems
i. Carbon Dioxide
j. Chlorophyll
k. Photosynthesis
3. Students will sit in groups of four. Each group will receive a plant. They will explore and
manipulate the plants.
4. The teacher will ask the close-ended questions:
a. What is the name of the living organism place on the table?
 Answer: A plant
b. What is a Plant?
 Answer: Plants are essential for any ecosystem. They provide all the
energy for the ecosystem, because they can get energy directly from
sunlight. They use a process called photosynthesis to use energy from the
sun to grow and reproduce. They also must get nutrients from the soil.
Those nutrients get into the soil when decomposers break down waste and
dead materials. Plants require space to grow and reproduce.
5. As they sit in their groups, the teacher will explain and define the different parts of a
plant including the flowers, fruits, leaves, roots, seeds and stems, and their functions. The
teacher will also explain the process by which plants produce their own food, and how
the parts of a plant function in the process of photosynthesis.
6. Students will watch a short video that sings a song about the process of photosynthesis.
http://www.youtube.com/watch?v=C1_uez5WX1o
7. The teacher will ask the students to take turns and share with their group the name of one
part of a plant and its function.
8. As the students sit in their groups they will work cooperatively to fill out the Parts of
Plants chart.
9. Each group will pick a reporter to share their findings with the class.
10. During the share time, the teacher will ask the following open-ended question:
a. What did you learned about plant parts?
 Answer: I learned that each part of a plant has a specific function.
11. The teacher will ask the following close-ended question:
a. How do plants produce their food?
 Answer: Plants produce their own food through a process called
photosynthesis. During photosynthesis green plants use carbon dioxide,
water and sunlight to make their own food. Made up of two words: photo,
which means light, and synthesis, which means putting together. A plant
puts water and carbon dioxide together. It uses light as its helper. It also
uses chlorophyll as a helper. When these things are put together they
make sugar and oxygen.
12. Each student will receive the Parts of a Plant worksheet. They will do it individually.
Group Chart
Group Members:
1.___________________
2. ___________________
3. ___________________
4. ___________________
Type of Plant
Red kidney
Beans
Color of
Flower
No flowers
Parts of plants Chart
Number of
Average size
Leaves
of Leaves
23
1.55 inches
Length of
Longest Root
7.25inches
Length of
Stem
6.75 inches
The plant in our group had a total of 23 leaves of different
sizes. The average size of the leaves was 1.55 inches. The
longest root measured 7.25 inches, and the length of the stem
was 6.75 inches.
Assessment: Students will be assessed on how well the complete the worksheet for the
following:
a. Students will be able to identify parts of the plant.
b. Students will be able to accurately label parts of a plant and their functions.
Worksheet
Parts of Plants Worksheet
Leaves
Flower
s
Stems
Fruits
Roots
3
Target
Student correctly Student correctly
identified the
identified all the
parts of a plant.
parts of a plant.
Students
correctly defined
the functions of
each part of a
plant.
Student correctly
defined all the
functions of each
part of a plant.
Assessment Rubric
2 Satisfactory
Student correctly
identified four of
the parts of a
plant.
Student correctly
defined four of
the functions of
each part of a
plant.
1 Unsatisfactory
Student only
correctly
identified one
part of the plant.
Student only
correctly defined
one of the
functions of each
part of a plant.
Rating
Bibliography
Barrios, P., & Vanzet, G. (2000). My plant . Barrington, Ill.: Rigby. Aaronsproject. (n.d.).
Plant Parts Poster. (n.d.). Marko the Pencil. Retrieved May 6, 2011, from
http://www.markothepencil.com/pages/plant_parts-poster.gif
YouTube - MY FAVE SONG: THE PHOTOSYNTHESIS SONG . YouTube - Broadcast
Yourself. . Retrieved May 5, 2011, from
http://www.youtube.com/watch?v=C1_uez5WX1o
Lesson 2
Title: Where Seeds Come from and How Seeds Grow
Bloom’s Taxonomy: Comprehension
Gardner’s Multiple Intelligence(s): -Visual/Spatial
-Intrapersonal
-Interpersonal
-Logical/Mathematical
Children’s Literature: Why Do Plants Have Flowers? by Louise and Richard
Spilsbury
NCTM Math Skills
Process Standards: Representation
Content Standards: Measurement
NAEP Process Skills
Scientific Inquiry: S4.2 Conduct scientific investigations using appropriate tools and techniques
(e.g., selecting an instrument that measures the desired quantity—length, volume, mass, weight,
time interval, temperature—with the appropriate level of precision)
Technology: T4.1 Propose or critique solutions to problems, given criteria and scientific
constraints
NAEP Science Content Standard
List Standard(s): L4.5: Plants and animals have life cycles. Both plants and animals begin life
and develop into adults, reproduce, and eventually die. The details of this life cycle are different
for different organisms.
ISTE NETs Standards for Literate Students
List Standard (s):
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology. Students:
a. Apply existing knowledge to generate new ideas, products, or processes.
Behavioral Objective(s):
-Students will be able to identify the parts of a seed and their functions.
-Students will be able to classify and graph different kind of seeds.
Motivational Constructivist Question and/or Activity(ies) for the lesson entitled
“Motivation/Constructivist Activity:” Teacher will ask the questions: Where have you seen
seeds? Where do we get the seeds that we see?
Time Duration: 2 Periods (90 minutes)
Materials:
1. Smart Board
2. Different Seeds
2 Magnifiers
3 Book: Why Do Plants Have Flowers? by Louise and Richard Spilsbury
4 Parts of Seeds worksheet
5 Classifying Seeds chart
Procedures:
The teacher will do a read aloud of the book titled Why Do Plants Have Flowers? by Louise and
Richard Spilsbury focusing on the chapters about seeds.
1. The teacher will introduce the topic of the lesson. The teacher will tell the students the
learning objectives for the second lesson.
2. Students will sit in groups of four. Each group will receive a handful of different seeds.
They will explore and manipulate the seeds.
3. The teacher will ask the following open-ended questions: What do the seeds have in
common?
 Answer: Some of them have the same color, size, and shape.
4. The teacher will review the vocabulary with the students:
a. Seed Coat
e. Embryo
b. Germinate
f. Endosperm
c. Seedling
d. Sprout
5. The teacher will ask the close-ended questions:
a. What are the different parts of a seed?
 Answer: Seed coat, embryo, and endosperm.
b. What is the main function of a flower?
 Answer: The main function of a flower is to make seeds.
6. As they sit in their group, the teacher will ask each student to pick a seed and open it. The
teacher will show the students a PowerPoint presentation which will show the students
each part of a plant as a reminder, and show them the parts of a seed. At the same time,
she will explain the function of each part of a seed.
7. The teacher will ask the students to turn to a partner and share one thing they learned
about seeds.
8. As the students sit in their groups they will work cooperatively to fill out worksheet # 1
Classifying Seeds charts.
9. Each group will pick a reporter to share their findings with the class.
10. During the share time, the teacher will ask the following open-ended question:
a. Do you think that seeds are important, why?
 Answer: I think that seeds are very important because we need them to grow new
plants.
11. The teacher will ask the following close-ended question?
a. What are the names of the parts of a seed?
 Answer: Seedling, seed coat, and endosperm.
12. Each student will receive worksheet #2 titled Parts of a Plant. They will do it
individually.
Assessment:
a. Students will illustrate the parts of a seed and identify their functions.
b. Students will classify and graph different kind of seeds.
Worksheet #1
Classifying Seeds chart
Seeds You Can
Eat
2
Big Seeds
Small Seeds
2
1
Smooth Texture
Seeds
1
Rough Texture
Seeds
1
The seed we can eat are sunflower and peanut seeds. The biggest seeds are white
beans and red kidney beans seeds. The smallest seed in our group is the tomato
seeds. The smooth texture seed is the white bean seed.
Create a Bar Graph using the data collected and answer the following questions.
1. Which kind of seeds has the greatest amount? Tomato seed has the greatest amount of seeds.
2. Which kind of seeds has the least amount? White bean seed has the least amount of seed.
3. Order the kind of seeds from greatest to least. The seeds in order from greatest to least are
tomato seed, sunflower and peanut seed, white bean, and red kidney bean.
A
m
o
u
n
t
o
f
S
e
e
d
s
Classifying Our Seeds
40
35
30
25
20
15
10
5
T
o
m
a
t
o
S
u
n
F
l
o
.
P
e
a
n
u
t
W
h
i
t
e
B
.
R
e
d
B
e
a
n
Worksheet #2
Parts of Seeds worksheet
Plant seeds come from flowers and fruits in many shapes and sizes. The fruit of a plant contains
many seeds. Think about the number of seeds in a watermelon. When the fruit leaves the plant
it starts to decay. This allows the seeds inside to reach the soil where they can grow into new
plants. These seeds are sometimes pushed into the soil by rain. Animals like squirrels and
chipmunks bury seeds as well.
Label the following diagram of a seed.
Seed Coat
Embryo
Endosperm
When seeds are planted in the soil they absorb water. As temperatures become warmer the cells
of the embryo inside the seed begin to divide and the embryo grows. The embryo uses the stored
food within the endosperm to grow and it eventually breaks through the seed coat. The roots
sprout and it is now a new plant. The sprouting of a new plant is called germination.
The roots of this new plant take in minerals and water to help it grow. As the stem grows up,
leaves begin to appear. The leaves help the plant make its own food. The plant becomes an
adult plant that will develop flowers. The flowers develop seeds and the reproduction cycle
begins again.
Answer the questions below.
1. Plant seeds come from
roots.
stems.
fruits and flowers.
None of the above.
2. Some seeds are buried by
rain.
chipmunks.
squirrels.
All of the above.
3. Seeds planted in the soil need to absorb
oil.
water.
light.
None of the above.
4. The embryo grows by using the stored food in the
soil.
seed coat.
endosperm.
All of the above.
5. The roots of a new plant take in
sunlight.
minerals and water.
fruit.
None of the above.
6. The leaves of a plant make
air.
food.
nitrogen.
All of the above.
7. When the plant is an adult, it will develop
flowers.
seedlings.
rain.
All of the above.
8. The sprouting of a new plant is called
flowering
seedling
germination
All of the above
Students
classified and
graphed different
kind of seeds.
Students
identified and
described the
parts of a seed.
Assessment Rubric
3
2
Target
Satisfactory
Chart and graph
Chart and graph
present correct
present minor
measurements,
errors, most data
all data is
is entered, and
entered, and
computations are
computations are 80% correct.
100% correct.
All parts of a
Two parts and
seed and
functions of a
functions are
seed are correctly
correctly labeled labeled.
1
Unsatisfactory
Chart and graph
present many
errors, only two
data is entered,
computations are
50% correct.
Rating
One part and
function of the
seed is correctly
labeled.
Bibliography
Parts of the Seed Lesson & Worksheet - My Schoolhouse - Online Learning. (n.d.). My
Schoolhouse - Free Elementary Lessons - Free Elementary Worksheets - Middle School
Lesson Plans & Worksheets. Retrieved May 5, 2011, from
http://www.myschoolhouse.com/courses/O/1/125.asp
Seeds and Growing Plants.. (n.d.). Memorial University. Retrieved May 5, 2011, from
www.mun.ca/LTS/files/SeedsandGrowingPlants.ppt
Spilsbury, L., & Spilsbury, R. (2006). Why do plants have flowers?. Chicago, Ill.: Heinemann
Library.
Lesson 3
Title: How Seeds Travel
Bloom’s Taxonomy: Application
Gardner’s Multiple Intelligence(s): -Visual/Spatial
-Interpersonal
-Linguistic
Children’s Literature: The Life of an Apple by Clare Hibbert
NCTM Math Skills
Process Standards: Representation
Content Standards: Measurement
NAEP Process Skills
Scientific Inquiry: S4.2 Conduct scientific investigations using appropriate tools and techniques
(e.g., selecting an instrument that measures the desired quantity—length, volume, mass, weight,
time interval, temperature—with the appropriate level of precision)
Technology: T4.1 Propose or critique solutions to problems, given criteria and scientific
constraints
NAEP Science Content Standard
List Standard(s): L4.5: Plants and animals have life cycles. Both plants and animals begin life
and develop into adults, reproduce, and eventually die. The details of this life cycle are different
for different organisms.
ISTE NETs Standards for Literate Students
List Standard (s):
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology. Students:
b. Apply existing knowledge to generate new ideas, products, or processes.
Behavioral Objective(s):
-Students will be able to describe how seeds travel.
-Students will be able to classify seeds based on how they travel.
Motivational Constructivist Question and/or Activity(ies) for the lesson entitled
“Motivation/Constructivist Activity:” How do you think seeds move from one place to
another?
Time Duration: 2 Periods (90 minutes)
Materials:
1 Smart Board
2 Laptop Computer
3 Different kinds of seeds
4 Book: The Life of an Apple by: Clare Hibbert
5 How Seeds Travel worksheet
6 How My Seeds Travel Chart
Procedures:
1. The teacher will do a read aloud of the book titled The Life of an Apple by Clare Hibbert.
2. The teacher will introduce the topic of the lesson. The teacher will tell the students the
learning objectives for the third lesson.
3. The teacher will ask the following open-ended questions: Can seeds travel without the
help of humans?
 Answer: Maybe, the air could blow them from one place to the next.
4. The teacher will review the vocabulary with the students:
a. Travel
b. Attach
c. Hitchhike
5. The teacher will show a PowerPoint presentation that describes how seeds travel.
http://www.slideshare.net/belleminjuan/how-seeds-travel
6. Students will sit in groups of four. Each group will receive different kinds of seeds. They
will explore and manipulate the different kinds of seeds.
7. Students will work collectively to fill out the How My Seeds Travel chart.
8. The teacher will ask the students to turn to a partner and share one thing they learned
about how seeds travel?
9. The teacher will ask the close-ended questions:
a. What are the different ways that seeds travel?
 Answer: Seeds travel by air, water, and animals.
b. What characteristics help seeds travel by air?
 Answer: Characteristics that help seeds that travel by air are their size and their
shape.
10. Each group will pick a reporter to share their findings with the class.
11. The teacher will ask the following open ended questions:
a. What did you learned about how seeds travel?
 Answer: I learned that some seeds need animals to travel.
b. What is the best way for seeds to travel, why?
 Answer: The best way is by water, because there will always be rain, and the rain
can help the seeds go from one place to another.
Assessment:
c. Students will describe how seeds travel.
d. Students will classify seeds based on how they travel.
Worksheet
Group Members:
1.___________________
2. ___________________
3. ___________________
4. ___________________
Seed
Identification
How My Seeds Travel
Sample
How Do
Explain
You Think
This
It Travels?
Method of
Seed
Travel
Students
classified and
grouped
different seeds
based on how
3
Target
Chart presents
correct
classification and
grouping, and all
data is entered.
What
Other
Seeds
Can
Travel
This
Way?
Cotton
seed
It Travel
by air
As the
wind
blows the
seed
floats in
the air
The shape
and the
weight of
the seed
It could
travel by
water
Trees are
planted
near
water,
seeds
falls in
the
water.
The shape Coconut
of the
seed allows
it to float.
Dandelion
Acorn
Reason for
Your
Hypothesis
Assessment Rubric
2
Satisfactory
Chart presents
minor errors in
classification and
grouping, and
most data is
entered.
1
Unsatisfactory
Chart presents
many errors in
classification and
grouping, and
only two pieces
of data are
Rating
entered.
they travel.
Students
identified and
described how
seeds travel.
All ways by which
seeds travel are
correctly
identified and
described.
Two ways by
which seeds
travel are
correctly
identified and
described.
One way by
which seeds
travel is correctly
identified and
described.
Bibliography
Green, S. (n.d.). How Seeds Travel. Upload & Share PowerPoint presentations and documents.
Retrieved May 6, 2011, from http://www.slideshare.net/belleminjuan/how-seeds-travel
Hibbert, C. (2004). Life of an apple. Chicago, IL: Raintree.
Lesson 4
Title: What Plants Need to Grow and Survive
Bloom’s Taxonomy: Analysis
Gardner’s Multiple Intelligence(s): -Bodily/kinesthetic
-Visual/Spatial
-Interpersonal
-Intrapersonal
-Naturalistic
Children’s Literature: How Do Plants Grow? By: Louise Spilsbury & Richard Spilsbury
NCTM Math Skills
Process Standards: Representation
Content Standards: Measurement
NAEP Process Skills
Scientific Inquiry: S4.2 Conduct scientific investigations using appropriate tools and techniques
(e.g., selecting an instrument that measures the desired quantity—length, volume, mass, weight,
time interval, temperature—with the appropriate level of precision)
Technology: T4.1 Propose or critique solutions to problems, given criteria and scientific
constraints
NAEP Science Content Standard
List Standard(s): L4.5: Plants and animals have life cycles. Both plants and animals begin life
and develop into adults, reproduce, and eventually die. The details of this life cycle are different
for different organisms.
ISTE NETs Standards for Literate Students
List Standard (s):
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology. Students:
c. apply existing knowledge to generate new ideas, products, or processes.
Behavioral Objective(s):
-Students will summarize the steps they follow in order to plant their seeds.
-Students will describe what their plants need in order to grow.
Motivational Constructivist Question and/or Activity(ies) for the lesson entitled
“Motivation/Constructivist Activity:” How do you think plants grow? What do plants need to
grow?
Time Duration: 2 Periods (90 minutes)
Materials:
8. Smart Board
9. Laptop Computer
10. Chart Paper
11. Clear Plastic Cups
12. Cotton Balls
13. Book: How Do Plants Grow? By: Louise and Richard Spilsbury
14. Water
15. How to Plant a Seed work sheet
16. Photosynthesis work sheet
Procedures:
13. The teacher will introduce the topic of the fourth lesson. The teacher will tell the students
the learning objectives for the fourth lesson.
14. The teacher will ask the following open-ended questions: What do plants need in order to
grow and survive?
 Answer: Plants need water.
15. The teacher will review the vocabulary with the students:
a. Shoot
b. Soil
c. Nutrients
d. Sunlight
e. Stomata
f. Photosynthesis
16. The teacher will do a read aloud of the book titled How Do Plants Grow? By: Louise and
Richard Spilsbury.
17. As the teacher does the read aloud, she will fill out a chart describing what plants need to
grow and survive.
18. The teacher will ask the close-ended questions:
a. What are stomata?

Answer: Stomata are tiny holes located on the leaves, and they take in air for the
plant.
b. Why do plants need water?
 Answer: Plants need water like all living things. A plant’s roots take in water
from the soil.
19. Each student will receive the material needed to plant their seeds.
20. Teacher will explain the steps for the students to follow in order for them to effectively
plant their seed.
21. After planting their seeds the students will use a graphic organizer to write a summary
following the sequential order describing how they planted their seeds, and what their
plant will need in order to grow.
22. The teacher will ask some students to share their summary with the class.
23. The teacher will ask the following open-ended question: What would happen to your
plant if you do not water it?
 Answer: It will probably die because plants need water to survive.
24. The teacher will ask the following close-ended question: When your plant grows, why is
it important to put it in the sun?
 Answer: It is important to put our plants in the sun because plants use energy
from sunlight to make their food.
Assessment:
a. Students will summarize the steps they follow in order to plant their seeds.
b. Students will describe what their plants need in order to grow.
Worksheet #1
Name: ___________________________________________
How to Plant a Seed
Using words from the list below, write a summary describing the steps you followed in
order to successfully plant your seeds.
after
afterward
as soon as before
during
finally
first
following
immediately initially
later
meanwhile
next
not long after now
on (date)
preceding second
soon
then
third
today
until
when
Sequencing Chart
As soon as the
teacher modeled how
to plant a seed, the
First thing we did was
to place cotton balls
into our clear plastic
cup.
Next, we watered the Immediately, we
cotton inside the clear placed the cup in a
plastic cup.
safe place, making
sure it would receive
enough sunlight.
Then, we placed four
seeds into the clear
plastic cup.
Worksheet #2
Light energy
Carbon dioxide
Water
Oxygen
Glucose
Students
summarized and
identify the steps
needed in order
to plant seeds.
Students labeled
what plants need
in order to grow.
3
Target
Chart presents
correct sequence,
all steps are
entered, and it is
100% correct.
All parts of what
plants need to
grow are
correctly labeled.
Assessment Rubric
2 Satisfactory
Chart presents
minor errors in
sequence, most
steps are entered,
and it is 80%
correct.
Four parts of
what plants need
to grow are
correctly labeled.
1 Unsatisfactory
Chart present
many errors in
sequence, only
two steps is
entered, and it is
50% correct.
Two parts of
what plants need
to grow are
correctly labeled.
Rating
Bibliography
Photosynthesis Poster. (n.d.). Marko the Pencil. Retrieved May 6, 2011, from
www.markothepencil.com/pages/photosynthesis-poster.gif
Spilsbury, L., & Spilsbury, R. (2006). How do plants grow?. Chicago, Ill.: Heinemann Library.
Lesson 5
Title: The Benefits of Plants in Our Environment
Bloom’s Taxonomy: Synthesis
Gardner’s Multiple Intelligence(s): -Visual/Spatial
-Intrapersonal
-Linguistic
Children’s Literature: We Can Eat the Plants By: Rozzane Lanezak Williams
NCTM Math Skills
Process Standards: Representation
Content Standards: Measurement
NAEP Process Skills
Scientific Inquiry: S4.2 Conduct scientific investigations using appropriate tools and techniques
(e.g., selecting an instrument that measures the desired quantity—length, volume, mass, weight,
time interval, temperature—with the appropriate level of precision)
Technology: T4.1 Propose or critique solutions to problems, given criteria and scientific
constraints
NAEP Science Content Standard
List Standard(s): L4.5: Plants and animals have life cycles. Both plants and animals begin life
and develop into adults, reproduce, and eventually die. The details of this life cycle are different
for different organisms.
ISTE NETs Standards for Literate Students
List Standard (s):
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology. Students:
d. Apply existing knowledge to generate new ideas, products, or processes.
Behavioral Objective(s):
-Students will be able describe how we benefit from trees.
-Students will be able to accurately identify and group things that come from trees.
-Students will be able to match pictures and names of plants we eat.
Motivational Constructivist Question and/or Activity(ies) for the lesson entitled
“Motivation/Constructivist Activity:” Scavenger Hunt: What do we get from trees?
Time Duration: 2 Periods (90 minutes)
Materials:
17. Smart Board
18. Laptop Computer
19. Book We Can Eat The Plants by Rozzane Lanezak Williams
20. From Plant/Not From Plant work sheet
21. We Eat Plants chart
Procedures:
1. The teacher will do a read aloud of the book titled We Can Eat the Plants By: Rozzane
Lanezak Williams.
2. The teacher will introduce the topic of fifth lesson. The teacher will tell the students the
learning objectives for the fifth lessons.
3. The teacher will ask the following open-ended questions: Do you think we could live
without plants?
 Answer: I do not believe we could live without plants because they clean up the
air we breathe.
4. The teacher will review the vocabulary with the students:
a. Oxygen
b. Medicine
c. Shelter
d. Clothes
5. The teacher will ask the students to identify things they enjoy from plants.
6. The teacher will show a PowerPoint presentation that lets students know plants give us
food, oxygen, clothing, medicine and shelter. http://owic.oregonstate.edu/pubs/trees.pdf
7. The teacher will ask the close-ended questions:
a. What is one of thing we get from plants?
 Answer: One important thing we get from plants if food.
b. How do trees provide us shelter?
 Answer: Trees provide us with shelter because we use their wood to build
houses.
8. The teacher will ask the students to take turns and share with their group one thing we get
from plants.
9. As the students sit in their groups they will work cooperatively to fill out the From
Plants/Not From Plants chart.
10. Each group will pick a reporter to share their findings with the class.
11. The teacher will ask the following open-ended question:
a. Look around the room, what things comes from plants?
i. Answer: The tables are made out of wood, woods come from plants.
12. Each student will receive worksheet #2 titled We Eat Plants. They will do it individually.
Assessment:
a. Students will describe how we benefit from trees.
b. Students will accurately identify and group things that come from trees.
Worksheet #1
Group Members:
1.___________________
2. ___________________
3. ___________________
4. ___________________
From plant / Not from Plants
From Plants
Not from Plants
Fruits
Milk
Wood
Telephone
Seeds
Pizza
Oxygen
Eggs
Bread
Medicine
Place the following items in
the correct group
Fruits
Medicine
Milk
Oxygen
Books
Seeds
Chocolate
Eggs
Wood
Telephone
Bread
Pizza
On the lines below, please explain how we benefit from plants in your own words.
One of the benefits from plants is that the provide
food. Also, trees provide shelter. We get lumber to
build our homes from trees.__________________
Worksheet #2
Students
accurately group
things that come
from trees and
things that do
not come from
trees.
Students
accurately
identified and
grouped things
that come from
trees.
Students were
able to draw
Assessment Rubric
3
2
Target
Satisfactory
Chart presents
Chart presenta
correct grouping
minor errors,
100% correct.
grouping is 80%
correct.
1
Unsatisfactory
Chart presents
many errors,
grouping is 50%
correct.
All pictures and
names are match
correctly.
Four pictures and Two pictures and
names are match names are match
correctly.
correctly.
All pictures and
names are
Three pictures
and names are
One picture and
name are
Rating
lines to match
pictures and
names of plants
we eat.
correctly matched
correctly
matched.
matched
correctly.
Bibliography
Plants We Eat Worksheet . (n.d.). Worksheet Place. Retrieved May 6, 2011, from
worksheetplace.com/index.php?function=DisplaySheet&sheet=Plants-WeEat&links=2&id=&link1=241&link2
Trees and the Products We Get from Them. (n.d.). Oregon State University. Retrieved May 5,
2011, from owic.oregonstate.edu/pubs/trees
Williams, R. L., & Connelly, G. (1994). We can eat the plants. Cypress, CA: Creative Teaching
Press.
The Life Cycle of a Plant
Lesson 6
Title: Where Do New Plants Come From?
Bloom’s Taxonomy: Evaluation
Gardner’s Multiple Intelligence(s): -Visual/Spatial
-Intrapersonal
-Linguistic
-Interpersonal
Children’s Literature: Life Cycle of an Apple by: Angela Royston
NCTM Math Skills
Process Standards: Representation
Content Standards: Measurement
NAEP Process Skills
Scientific Inquiry: S4.2 Conduct scientific investigations using appropriate tools and techniques
(e.g., selecting an instrument that measures the desired quantity—length, volume, mass, weight,
time interval, temperature—with the appropriate level of precision)
Technology: T4.1 Propose or critique solutions to problems, given criteria and scientific
constraints
NAEP Science Content Standard
List Standard(s): L4.5: Plants and animals have life cycles. Both plants and animals begin life
and develop into adults, reproduce, and eventually die. The details of this life cycle are different
for different organisms.
ISTE NETs Standards for Literate Students
List Standard (s):
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology. Students:
e. Apply existing knowledge to generate new ideas, products, or processes.
Behavioral Objective(s):
-Students will be able to identify and describe the stages in the life cycle of plants.
-Students will be able to access and locate information on the life cycle of plants.
Motivational Constructivist Question and/or Activity(ies) for the lesson entitled
“Motivation/Constructivist Activity:” Students will have the opportunity to work with a
partner and use a laptop with internet access to navigate a filamentality website.
Time Duration: 2 Periods (90 minutes)
Materials:
22. Smart Board
23. Laptop Computers
24. Life Cycle of an Apple By: Angela Royston
25. Scavenger Hunt Worksheet
26. Parts of Plants chart
Procedures:
25. The teacher will do a read aloud of the book titled Life Cycle of an Apple by: Angela
Royston.
26. The teacher will introduce the topic of the sixth lesson. The teacher will tell the students
the learning objectives for the sixth lesson.
27. The teacher will ask the following open-ended question: How is human life cycle similar
to plants life cycle?
 Answer: Humans and plants life cycle are similar because they grew, reproduce,
and die.
28. The teacher will review the vocabulary with the students:
a. Wither
b. Annuals
c. Biennials
d. Perennials
e. Monocarpic
29. The teacher will show a video that describes the stages of the life cycle of plants.
http://www.youtube.com/watch?v=LxaELwrTChs
30. After the video the teacher will ask the students to turn to their partner and tell one thing
they learned about the stages of the life cycle of plants.
31. The teacher will ask the following close-ended questions:
a. What is the first stage in the life cycle of plants?
 Answer: The first stage in the life cycle of a plant is the seed germination.
b. What is another stage in the life cycle of plant?
i. Answer: Another stage in the life cycle of plants is when the plants reproduce
and give us fruits.
32. The students will receive the Life Cycle of Plants worksheet to do individually.
33. Students will sit in groups of two. Each group will receive a scavenger hunt worksheet to
complete. Cooperatively they will explore the filamentality website.
34. Each group will pick a reporter to share their findings with the class.
35. The teacher will ask the following open-ended question:
a. What did you learned about the life cycle of plants?
 Answer: I learned the life cycle of plants never ends because there is always a
new plant that comes from an old plant.
36. The teacher will ask the following close-ended question?
a. What do we call plants that take two years to complete their life cycle?
 Answer: Plants that takes two years to complete their life cycle are Biennials.
Assessment:
b. Students will be able to identify and describe the stages in the life cycle of plants.
c. Students will be able to cooperatively complete a plants life cycle scavenger hunt.
Worksheet #1
The Life Cycle of a Plant
Directions: Label the parts of the life cycle of a plant.
The seed germinates
The plant dies
The plant grows
The plant releases seeds
The plant flowers
The flower produces fruits
The plant starts life as a seed, which germinates and grows into a plant.
The mature plant produces flowers, which are fertilised and produce seeds in a fruit or seedpod.
The plant eventually dies, leaving seeds which germinate to produce new plants.
Annuals take one year to complete their life cycle.
Biennials take two years to complete their life cycle, germinating and growing roots and leaves in their first year,
flowering, setting seed and dying in their second year.
Perennials live for several years after germination.
Monocarpic plants produce seeds only once, but may take several years to grow to maturity. The Talipot Palm may
live for 60 years or more before it produces flowers and seeds, and it then dies.
Worksheet #2
Scavenger Hunt
Name:__________________________
Date:___________________________
Discovering the Plant Life Cycle Internet Scavenger Hunt
Use the following websites to complete the scavenger hunt for the plant life cycle. Use The Great Plant
Escape to complete the majority of the scavenger hunt. Use the fact sheet site on the BBC site to answer
the rest of the questions. Read all questions before you begin. Have fun.
Website Name
Website Address
BBC Science; Activity Living
Things: Plants
http://www.bbc.co.uk/schools/revisewise/science/living/06_
act.shtml
The Great Plant Escape
http://www.urbanext.uiuc.edu/gpe/index.html
Exploring the Secret Life of Trees
http://www.urbanext.uiuc.edu/trees2/index.html
Plant Structure
In a complete sentence explain and give an example of an herbaceous plant?
Herbaceous plants are non-woody plants. They can be perennial, like
daylilies, or annual like marigolds.
In a complete sentence explain and give an example of a woody plant?
Woody plant is a plant that uses wood as its structural tissue, woody
plants are usually either trees, shrubs, or lianas.
Plant life cycle
An annual completes its life cycle in one year
Give one example of an annual
Apple
growing season.
.
A plant that needs two growing seasons to complete its life cycle is a
____Biennial_________.
What are the Parts of Plants?
This is the part of the plant that carries water and food through the plant.
__Stem__
This is the part of the plant that carries and protects the seed. _Seed Coat____
This is the part of the plant that helps the plant to reproduce. ____Flower____
This is the part of the plant that helps to produce the seeds. _Fruit__
This part of the plant takes up nutrients and water from the ground. __Roots___
The process by which green plants and
some other organisms use sunlight to synthesize foods from carbon dioxide and
water
What is the definition Photosynthesis?
In the space below draw and label a diagram of photosynthesis.
Photosynthesis
Draw a diagram of the life cycle of the plant.
What are the four things plants need in order to grow properly?
Plants need water, sunlight, air (oxygen), soil.
Assessment Rubric
Students
identified and
3
Target
All stages are
identified and
2 Satisfactory
Minor errors, 4
out of 6 stages
1 Unsatisfactory
Many errors,
only two stages
Rating
described the
stages in the life
cycle of plants.
Students
accessed and
located
information to
answer
questions.
described
correctly.
are identified and
described
correctly.
All parts of the
Minor errors,
scavenger hunt are 9 out of 13 parts
answer correctly.
of the scavenger
hunt are answer
correctly.
are identified and
described
correctly.
Many errors,
7 out of 13 parts
of the scavenger
hunt are answer
correctly.
Bibliography
Discovering the Plant Life Cycle Internet Scavenger Hunt. (n.d.). Synergetics DCS. Retrieved
May 6, 2011, from
docs.google.com/viewer?a=v&q=cache:eMIhwl8mPpAJ:www.synergeticsdcs.com/ns/ht
ml/services/Teacher%2520Resources/Webpage/Updates/1221%2520Updates/School%2520Districts/Oktibbeha%2520County/Scavenger%2520Hunt
s/Discovering%2520the%2520Plant%2520Life%2520Cycle%
Royston, A. (1998). Life cycle of an apple. Des Plaines, Ill.: Heinemann Library.
The Life Cycle of a Plant. (n.d.). The Seed Site . Retrieved May 3, 2011, from
theseedsite.co.uk/lifecycle.html