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Grade 1 Organisms & Environments TEKS 1.10B
Lesson 1
Observing and
Comparing
Plant Parts
Enduring Understandings
 All organisms have basic needs to survive.
 Basic needs can be met through interactions with living and
nonliving things.
 Organisms have inherited parts that help them meet their
needs.
 Organisms change over time.
Intended Learning Outcomes
Essential Questions
 How do living things depend on their environments and
their structures to stay alive?
 What changes do organisms go through in their life cycles?
 Why do organisms resemble their parents?
TEKS
I can learn the function of leaves.
I can observe and describe leaves.
I can learn the functions of a stem.
I can learn how stems are necessary to plants.
I can identify and describe the functions of roots.
I can identify and describe the functions of a flower.
I can observe and compare the different plant parts.
Vocabulary
1.10: Organisms and environments. The student knows that
organisms resemble their parents and have structures
and processes that help them survive within their
environments. The student is expected to:
1.10B:
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identify and compare the parts of plants.
Vocabulary for Review/Spiraled Vocabulary:
 fruit/ fruta
 function of: / función de:
 flower / flor
 leaf / hoja
 part / parte
 plant / plantar, planta
 reproduce / reproducir
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root / raíz
 seed / semilla
 stem / tallo
 sunlight / luz solar
Teacher Management
Estimated Time for Completion 5 days
Advanced Teacher Prep
Make an anchor of support for all students with a huge plant. Use the Plant Part worksheet below. Enlarge it on the copier and
only glue up one part at a time. Do not label the parts till you study them. (You will add the function of each as you study that
part.)
For Day 1, you will need a variety of leaves. I used cilantro leaves for one type of leaf. I wanted the students to be able to taste
a leaf.
For Day 2, you will need a celery stick for each student plus one to demonstrate with. Mark plastic cups with a number to
identify them. You will need blue food coloring and water.
For Day 3, you will need to provide each pair of students with a root to study. Carrots are great because the students can eat
them after they finish their worksheets. (example: grass, dandelion, clover, radish, carrot, onion, turnip, sweet potato).
For Day 4, you will need to make available one flower per student. You can either take them on a walk to collect one, bring
some to school, or ask students to bring them.
Literary Supports
Pearson SuccessNet Online Readers
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Many Leaves
All About Plants
Plants
Desert Plants
Trade Books
 From Seed to Plant by Gail Gibbons
 The Tiny Seed by Eric Carle
 Tops and Bottoms by Janet Stevens
 Jack and the Bean Stalk
 The Carrot Seed
 Tops and Bottoms by Janet Stevens
 A Fruit is a Suitcase For Seeds by Jean Richards
 Just Enough Carrots by Stuart J. Murphy
 Carrots Grow Underground by Mary Schuh
 How a Seed Grows by Helene J. Jordan
 The Reason For a Flower by Ruth Heller
Technology
 Plant Parts Identification
 How Plants Grow
 United Streaming Video: Plant Parts and Their Uses
 Plant Parts and their Function Interactive in English and Spanish
 Parts of a Plant Brainpopjr
 Picture Maker Brainpopjr activity for students to select a background, leaves, stems, roots, and flowers to make a picture
which they can print.
 United Streaming Video: Magic School Bus Gets Planted
 ReadingA-Z.com Leveled Reader G: A Seed Grows
Background Information for Teacher
Each part of a plant has an important function. Leaves are where the food is made through photosynthesis. Leaves take in
carbon dioxide from the air, water from the soil, and energy from the sunlight. Flowers are the reproductive parts of a plant.
After pollination, seeds develop in the part of the flower called the ovary. The ovary usually becomes the fruit. Stems support
the plant. Water and nutrients travel from the soil through the stem. Food from the leaves also travel down the stem to the
roots. Stems also store food. Roots anchor plants into the soil. Water and minerals are soaked up by the roots. Plants like
carrots, store food in their roots. Seeds have an embryo of a plant inside. Seed halves contain food that supplies energy for
growth until the plant grows its first leaves above ground.
Misconceptions
 All leaves are green.
 Plants do not need leaves.
 All stems are alike?
 A tree trunk is not a stem.
 All stems grow above ground.
 Plants do not need roots.
 Plants do not need flowers.
Day 1 Leaves
Engage: (10 minutes)
Display various plants and ask what they all have in common. List what students say on a class chart. Introduce the unit on
plants. Tell them plants are an important part of our world and without them, we would not be able to live on Earth.
Explain/Explore: (30 minutes)
Introduce leaves to students, “There are all different types of leaves. The one thing that leaves have in common is that they
collect sunlight and they make food. Leaves absorb carbon dioxide from the air and water comes through the roots of the plant.
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When they are combined, the plant gives off oxygen into the air. The oxygen that plants release, gives us the oxygen that all
living animals need to survive.”
Have different kinds of leaves for students to observe.
Ask the students to select a leaf and to look at it carefully. Use cilantro first if you have it. Students can taste it after they finish
their drawing. Tell them that they are to draw their leaf in the box on the “Observing Leaves” Student Sheet (see below).
Instruct them to pay close attention to detail and include it in theirtechnical drawing. Make a hand lens available to each
student to look at the veins of the leaf. They should follow the remaining directions to complete their observations on the
student sheet.
Elaborate: (5 minutes)
Hold a class discussion with the following questions as a guide. Students should understand that the leaves collect sunlight and
make the food for the plant.
 Why do you think a leaf has veins?
 Does the back of the leaf look the same as the front?
 How are all leaves the same?
 How are all leaves different?
 Do leaves ever change color?
 What is a leaf’s function?
Add leaves to your plant anchor of support, label them, and add function.
Day 2 Stems
Engage: (10-15 minutes)
Remind students that yesterday they looked at leaves. Discuss and record leaves that we can eat. Add it to the chart Plant
Parts We Eat.
Leaves
Plant Parts We Eat
Stems
Roots
Discuss and compare how plant stems are alike and different. Discuss the functions of a stem. Remind them that stems hold up
the plant parts above ground, carry food and water from the roots, through the stems and into the leaves. Show them that tree
trunks are hard, thick stems. And flowers have soft, thin stems. Show a celery stick and ask if this stem is rigid or flexible. Snap
the stick in two. Show the students the strings that are inside the stem. Discuss the stems we eat as vegetables: celery,
broccoli, asparagus, and potatoes. Record student responses on chart paper Plant Parts We Eat.
Explain/Explore: (20-25 minutes)
Part 1: Ask the students how we can prove that water moves up the stem. We will do an experiment to show that. Give each
pair of students a plastic cup. Have one student put about 1” of water in the cup. Go to each group and add 3-4 drops of blue
food coloring to the cups. Then place 2 celery sticks in the cups. If the stem uses the blue water in the cup, what might we see
when we observe our celery tomorrow? Place cups on tray and put in refrigerator for next day.
Part 2: Give each student an “Observing Stems” Student Sheet (see below). Provide each pair of buddies with their cup and
celery from the previous day..
Have them work together to discuss why the stem that was in food coloring is a different color from its natural state. They
should work with buddies to write their thoughts/conclusion on their “Stem Study” sheet. Students can eat their celery when
they have completed their observations.
Elaborate: (10-15 minutes)
Hold a class discussion with the following questions as a guide.
 How does the water and food travel through the stems into the leaves and flowers?
 How are stems alike?
 How are stems different?
 Do all stems grow above ground?
 Are all stems hard and thick like tree trunks?
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Are all stems green?
Why did the celery stick that was in the water with food coloring change colors?
How did you conclude this?
Add stem to your plant anchor of support, label it, and add function.
Day 3 Roots
Engage: (10-15 minutes)
Read and discuss Tops and Bottoms by Jantet Stevens.
Ask students what they know about roots. Tell students that we eat some roots. See if they can come up with what roots we
eat. (example: radish, carrot). Add these roots to our chart Plant Parts We Eat.
Tell students, “Roots are essential to plants. Roots anchor (hold plants in the ground and keep them from being washed away.)
plants and absorb water and nutrients from the soil. When a seed begins to grow, the roots always grow first. Gravity causes the
roots to grow down towards the earth and the stem up towards the sun.”
Explain/Explore: (20-25 minutes): It is important to look at different roots to compare, but I like to use carrots to observe so
that we can eat them after our observations.
Give each student a “Observing Roots” Student Sheet (see below). Provide each group with a variety of roots (grass, dandelion,
radish, carrot, onion, turnip, sweet potato). Make sure there is at least on root for each student in the group. Have the students
use a hand lens to observe the roots. Tell the students that water moves through the roots to the plant.
Students now pick one root to complete their “Observing Roots” Student Sheet (see below).
Elaborate: (10-15 minutes)
Hold a class discussion with the following questions as a guide.
 Why does a plant need roots?
 Do all roots look alike?
 Are all roots the same color?
 What are the functions of a root?
Add roots to your plant anchor of support, label them, and add function.
Note: This same day I read The Carrot Seed and Carrots Grow Underground so that we could have a Carrot Day!
Day 4 Flowers
Engage: (10-15 minutes)
Tell students, “A flower’s function or job is to make seeds to make more plants.. The flower is not just so that the plant looks
pretty, but they actually attract birds, bees, and other insects to the flower so that pollination can take place.”
Read and discuss The Reason For a Flower.
Discuss and compare how flowers are alike and different. Discuss the functions of a flower. Have each student pick a flower. (If
you know that there are no flowers on your campus, bring flowers to school for each child that day.
Explain/Explore: (20-25 minutes)
Give each student a “Observing Flowers” Student Sheet (see below). Make sure each student has their own. Have the students
use a hand lens to observe their flower.
Students use their flower to complete their “Observing Flowers” Student Sheet (see below).
Elaborate: (10-15 minutes)
Hold a class discussion with the following questions as a guide.
 Are flowers mainly just one color?
 How do you think bees, butterflies, and other insects find flowers?
 Why are flowers usually bright colors?
 What color or colors was your flower?
 How many petals does your flower have?
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 What is the function of a flower?
 What is the function of a petal?
Add flower to your plant anchor of support, label it, and add function.
Day 5 Make a Model
Engage: (15-20 minutes)
Show students BrainPopJr Video: Parts of a Plant to review what they have learned this week. Hold a discussion about plant
parts and review their functions.
Evaluate: (20-25 minutes)
Students create their own model of a plant using construction paper. Students will cut and paste the plant parts from the
worksheet below onto construction paper. They are also to label the parts of the plant. Students complete the Parts of Plants
worksheet to write about the function of each of the parts of a plant.
(See student pages below.)
Writing
 Weekend News
 What I Want to Know About Plants
 Observing Stems:
This is Part Two of the Stem lesson which did not all fit in science time for one day.
 Function of Plants assessment
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Name _______________________________________________
Draw a picture of a leaf below.
Date ___________________________________
Draw a different leaf here.
How are the leaves alike?
How are the leaves different?
What is the function of leaves?
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Name ________________________________________
Draw a picture of your stem below.
Date ________________________________________
Where did your stem come from?
What happened to the stem overnight?
Why did this happen?
How can you prove this?
What is the function of a stem?
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Name _________________________________________
Date ______________________________________
Answer the questions below as you observe your root.
What plant is your root from?
What color is your root?
How long is your root?
How wide is your root?
Could you eat your root? How do you know?
What is the function of roots?
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Name _____________________________________
Draw a picture of your flower below
Date __________________________________
What color is your flower?
How many petals does your flower have?
What does your flower smell like?
Make a pollen print below.
What is the function of a flower?
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Plant Assessment:
Students color, cut and paste plant together. Label each part.
They complete the sheet on the function of each part. You can enlarge this page to use for
plant anchor of support.
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Name __________________________
Date ______________________
Write a sentence to tell about the function of each part of the plant:
Leaf, stem, root, and flower
Students write only one sentence at a time. It must be correct before they can go to the next sentence.
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