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Some Literacy Connections

How A Seed Grows by Helene. J. Jordan, ISBN-10: 0064451070, ISBN-13: 9780064451079, Publisher: Collins; Revised edition (April 10, 1992)

Seeds and Seedlings: Nature Close Up by Elaine Pascoe, ISBN-10: 1567111785, ISBN-13:
978-1567111781, Publisher: Blackbirch Press; 1 edition (August 1,
1996)

The Tiny Seed by Eric Carle, ISBN-10: 1416979174, ISBN-13: 978-1416979173, Publisher:
Little Simon (March 10, 2009)

Anna in the Garden by Diane Hearn, ISBN-10: 1881889572, ISBN-13: 978-1881889571,
Publisher: Silver Moon Press; 1st Silver Moon Press ed edition (June
1994)

Miss Rumphius by Barbara Cooney, ISBN-10: 0140505393, ISBN-13: 978-0140505399,
Publisher: Puffin (November 6, 1985)

From Seed to Plant by Gail Gibbons, ISBN-10: 0823410250, ISBN-13: 978-0823410255,
Publisher: Holiday House (March 1993)

From Seed to Pumpkin by Wendy Pfeffer, ISBN-10: 0064451909, ISBN-13: 9780064451901, Publisher: Collins (August 17, 2004)

Seeds by Gail Saunders Smith, ISBN-10: 0736848630, ISBN-13: 978-0736848633,
Publisher: Capstone Press (August 2000)

Stems by Gail Saunders Smith, ISBN-10: 0736848665, ISBN-13: 978-0736848664,
Publisher: Capstone Press (August 2000)

What is a Plant? by Bobbie Kahman, ISBN-10: 077877645X, ISBN-13: 978-0778776451,
Publisher: Crabtree Publishing Company (April 30, 2006)
New York State Standards
Standards met by these activities…
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
Standard 4: The Physical Setting
Students will understand and apply scientific concepts, principles, and theories pertaining to
the physical setting and living environment and recognize the historical development of ideas
in science.

Standard 1: Analysis, Inquiry, and Design
Students will use mathematical analysis, scientific inquiry, and engineering design, as
appropriate, to pose questions, seek answers, and develop solutions.

Scientific Inquiry:
Key Idea 1- The central purpose of scientific inquiry is to develop explanations of natural
phenomena in a continuing, creative process.
1. S1.1 Students will ask "why" questions in attempts to seek greater understanding
concerning objects and events they have observed and heard about.
2. S1.1a Students will observe and discuss objects and events and record
observations
3. S1.1b Students will articulate appropriate questions based on observations
4. S1.2 Students will question the explanations they hear from others and read
about, seeking clarification and comparing them with their own observations and
understandings.
5. S1.2a Students will identify similarities and differences between explanations
received from others or in print and personal observations or understandings
6. S1.3 Students will develop relationships among observations to construct
descriptions of objects and events and to form their own tentative explanations of
what they have observed.
7. S1.3a Students will clearly express a tentative explanation or description which
can be tested
Key Idea 2- Beyond the use of reasoning and consensus, scientific inquiry
involves the testing of proposed explanations involving the use of
conventional techniques and procedures and usually requiring considerable
ingenuity.
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1. S2.1 Students will develop written plans for exploring phenomena or for
evaluating explanations guided by questions or proposed explanations they have
helped formulate.
2. S2.1a Students will indicate materials to be used and steps to follow to conduct
the investigation and describe how data will be recorded (journal, dates and
times, etc.)
3. S2.2 Students will share their research plans with others and revise them based
on their suggestions.
4. S2.2a Students will explain the steps of a plan to others, actively listening to their
suggestions for possible modification of the plan, seeking clarification and
understanding of the suggestions and modifying the plan where appropriate
5. S2.3 Students will carry out their plans for exploring phenomena through direct
observation and through the use of simple instruments that permit measurement
of quantities, such as length, mass, volume, temperature, and time.
6. S2.3a Students will use appropriate "inquiry and process skills" to collect
Key Idea 3- The observations made while testing proposed explanations,
when analyzed using conventional and invented methods, provide new
insights into phenomena.
1. S3.1 Students will organize observations and measurements of objects and
events through classification and the preparation of simple charts and tables.
2. S3.1a Students will accurately transfer data from a science journal or notes to
appropriate graphic organizer
3. S3.2 Students will interpret organized observations and measurements,
recognizing simple patterns, sequences, and relationships.
4. S3.2a Students will state, orally and in writing, any inferences or generalizations
indicated by the data collected
5. S3.3 Students will share their findings with others and actively seek their
interpretations and ideas.
6. S3.3a Students will explain their findings to others, and actively listen to
suggestions for possible interpretations and ideas
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7. S3.4 Students will adjust their explanations and understandings of objects and
events based on their findings and new ideas.
8. S3.4a Students will state, orally and in writing, any inferences or generalizations
indicated by the data, with appropriate modifications of their original
prediction/explanation
9. S3.4b Students will state, orally and in writing, any new questions that arise from
their investigation

Standard 6: Interconnectedness: Common Themes
Students will understand the relationships and common themes that connect mathematics,
science, and technology and apply the themes to these and other areas of learning.

Systems Thinking:
- Through systems thinking, people can recognize the commonalities that
exist among all systems and how parts of a system interrelate and combine
to perform specific functions.
1. Students will observe and describe interactions among components of
simple systems
2. Students will identify common things that can be considered to be systems
(e.g., a plant, a transportation system, human beings)

Models:
- Models are simplified representations of objects, structures, or systems,
used in analysis, explanation, or design.
1. Students will analyze, construct, and operate models in order to
discover attributes of the real thing
2. Students will discover that a model of something is different from the
real thing but can be used to study the real thing
3. Students will use different types of models, such as graphs, sketches,
diagrams, and maps, to represent various aspects of the real world
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Lesson 1(All Grades)
Graphic Organizer (Part 1)
‘Know’
‘Want to Know’
What I think I know about plans…
What I would like to know about plants…
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 Trees, bushes, flowers,
 What are all parts of a plant
vegetables, grasses
 They have roots
called?

 Planted in soil
 Store food
What jobs to plants have in the
environment?

Why are most plants green?
 Some pollinate
 Some have stems
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Lesson 2(Grade K-4)
What do you know about the parts of a typical plant?
A. Hand draw and label all parts of a typical plant.
B. Complete the chart below:
Plant Part
Looks like…
What is its job?
 Makes seeds for the plant
petal
 Attracts insects to pollinate
 Supports the flower
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stem
 Provides nourishments, food and
water
 Makes food to feed the plant
leaf
 Provides water to the plant
root
 Holds plant in place
 Brings minerals up from the
ground
*Accommodations: For this lesson, I would have the plant figure already drawn out. I could also have the
words listed in a word bank. For example, a child with ADHD, would spend most of this lesson drawing out
the plant and leave little or no time for naming the plants. For the chart, I could make it, where the words
were on one side and the jobs on the other and the students would need to draw a line to connect the
word with its correct job. I feel this would save time and lessen the anxiety/frustration a child with a
disability or difficulty might have. Instead of having the students, write the plant part, they could draw it.
Lesson 3(Grade K-4)
How Do I investigate plant cycles?
Journey to the Center of a Seed
Objective: To discover what is inside a seed; to predict how seeds will change after sprouting and to
observe the sprouting (germination process).
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Procedure:
1. For this activity, use either pinto beans, kidney beans or lima beans.
2. Place about 4 beans on a moist (not wet) sponge and over the beans with another moist (not wet)
sponge.
3. Keep sponges moist.
4. This activity will take about seven days to begin showing results.
Question: What do you predict will happen to the seeds while they are soaking?
Prediction: I predict that my seeds will start to grow and things will start to sprout after a few days.
Experiment: I used 4 lima beans. I placed the 4 beans onto a moist sponge and covered them with
another sponge that was also moist. I kept the sponges moist for 14 days. After the eight days, I began to
make observations.
Observations:
Days 1-5: No changes have been made since I made the sponges moist and placed the seeds in between
the two sponges.
Days 6- 11: The seeds have begun to wrinkle up. Then two seeds began to crack. I moistened the
sponges a few times during the five days. A part of one of the outer layer has been peeled off. The outer
layer is white and the inner is a tan color.
Days 12-14: I pulled the seed coats off of the lima beans during Day 12. The closer I looked, the more I
noticed there were things growing on the seed. It looks like there are two small things that could eventually
be leaves. There is a longer, thin piece coming out of the same area as the leaves. I will assume this is
the embryo to continued growing and will turn into a bean plant.
Reflections:

How did your seeds change while they were soaking between the moist sponges?
After about six days, the coats on the seeds began to wrinkle up. Two of the seeds started to crack. After
the tenth days, two other seeds began to split apart
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
Did this match your prediction?
This did not match my prediction. I thought my seeds would begin to sprout something since they were
surrounded by water. Instead, the seeds just wrinkled and cracked.

What do you think was happening inside the seeds?
I did not think anything was happening inside my seeds, since nothing sprouted from them. After I pilled off
the coats of the seeds, I able to see a few things which made me think things were actually changing
within the seeds. I could see something that looked like the beginning of a root.
Pull off the outer coat (called seed coat) then pull the coatless seeds in half with your fingernails. Draw
what you see.
Questions:

How does what you see inside the seed compare to your original prediction?
The seed coat protects the seed from damage, holds its parts together and probably protects it from drying
out completely. None of this matched my prediction.

Does any part of the inside of the seed look like a familiar plant part? Which part?
The seed has two halves. Attached to one, looks like a baby plant or an embryo. There is a root and two
tiny leaves along with a vein.

Do you think a seed is alive? Why or why not?
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I do believe that a seed is alive. I think that the seeds are waiting for certain conditions to start growing.
Most seeds need things like water and certain temperatures to begin to grow.

What do you predict will happen to the seeds during the week?
I predict that the seed will continue to grow and the root will get longer and the leaves will get larger.

At the end of the week, how did different parts of the seeds change?
At the end of the first week, nothing changed except the seeds outer coat began wrinkling. Towards the
end of the second week, I noticed a baby plant was in the seed and the seed began to sprout.

What happened first, next?
The embryo inside of the seed began to grow. Then it developed roots, a stem and eventually then
leaves.

Continue until you have a fully grown bean plant. Measure the plant growth in centimeters.
My seed did not grow into a full plant. The foot began to grow and leaves sprouted, but then everything
began to shrivel up and become dry. No matter how much I watered the sponges, it just never continued
to grow.
Pictures:
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*Accommodations: For this lesson, I would the student set up the experiment in class, if it was a take
home experiment, so I could be sure, right from the start, they would beginning correctly. I pre-label all the
cups that the seeds needs to go in. I could post visuals, charts and models for concept reinforcement and
assurance, within my classroom. I would provide a timeline to assist the student to remain on target and to
avoid procrastination.
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Lesson 4(Grade K-4)
Yo Seeds! Wake up!
Objective: To understand that certain factors affect seeds sprouting.
Question: Does changing the environment on which seeds are in, have an affect on their growth?
Questions:

Would seeds sprout on a dry vs. moist paper towel? How could you prove this?
Seeds would not sprout on a dry paper towel because seeds need water in order to grow. I could prove
this with doing an experiment. I could set up 3 seeds on a dry paper towel and 3 seeds on a moist paper
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towel and leave them on a window sill and observe for five days.

What about warm moist paper towels vs. seeds placed in a cool, dark temperature? How could you
prove this?
I believe that seeds put on a warm moist paper towel would still grow more and have more success than
seeds placed in a cool place with dark temperature. Seeds need water in order to grow. Without water,
the seeds will not be able to grow and sprout. The warm, moist paper towels acts like the sun and the
soil. When seeds are placed in the soil, they need to sun. If the seeds are warm, that the will help to
grow. The dark and cool temperature will not make the seeds grow. In order to prove this, I would place
3 seeds on a warm, moist paper towel and 3 seeds in a cool, dark temperature. I would observe them for
a week and make observations.

Write up an investigation to support your proof.
Question- Would seeds sprout on a dry vs. moist paper towel?
Predict- I predict seeds will only show signs of growth on a moist paper.
Observation on Moist Paper TowelDay 1: No change. Seeds are sitting on the paper towel.
Day 2: Still no change with the seeds.
Day 3: Still no change with the seeds.
Day 4: Two of the seeds have sprouted on the paper towel.
Day 5: Two seeds continue to grow. The one seed is not growing. I think it was submerged in some water
from the beginning and failed to germinate.
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Observation on Dry Paper TowelDay 1: No change. Seeds are seat on the paper towel.
Day 2: Still no change with the seeds.
Day 3: Still no change with the seeds.
Day 4: Still no change with the three seeds.
Day 5: The seeds look exactly the same as they did on Day 1.
--------------------------------------------------------------------------------------------------------------------------Question- What about warm moist paper towels vs. seeds placed in a cool, dark temperature?
Predict- I predict seeds will only show signs of growth on warm, moist papers.
Observation in Warm, MoistDay 1: Placed the seeds on my desk, which is right next to the heater. The sun also reaches through the
window in this area. I placed seeds on a moist paper towel.
Day 2: Seeds look the same as Day 1.
Day 3: Seeds look the same as Day 1 and 2.
Day 4: Today, one seed has begun to sprout. This seed is the one closet to where the sunlight reaches.
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Day 5: Two seeds altogether have sprouted. The last seed has not made any changes.
Observation in Cool, DarkDay 1: Placed the seeds on a dry paper towel and put them in the refrigerator. When the door is closed on
the refrigerator, the light turns off.
Day 2: There is no change on any of the seeds.
Day 3: There is no change on any of the seeds.
Day 4: There is no change on any of the seeds.
Day 5: There is no change on any of the seeds.

Draw conclusions at the end of each of the activities.
Within five days, most of the seeds placed on the moist paper towel, have sprouted, but not the seeds on
the dry paper towel. If seeds on the moist paper towel were submerged in water, seeds could fail to
germinate because they are too wet.
Seed sprouting is generally improved with moderate warmth and inhibited with cool temperatures, such as
the refrigerator.
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The seeds only grew in moist environments. In the dry environments, the seeds did not change at all.
When the seeds were put in the fridge, they did not show signs of growth. I conclude, that seeds which
are placed in extremes of heat or extremes of cold, will not grow. When there is a drought, placed seem
to dry out and sometimes die. When there is a heat wave, plants also seem to dry out and die.

Experimentation set up:
1. Place 3 seeds on a dry paper towel.
2. Place 3 seeds of the same plant on a moist paper towel.
3. Place 3 seeds of the same plant on a moist, warm paper towel.
4. Place 3 seeds of the same plant on a paper towel and put them in the refrigerator.
5. Check on each once a day for one week and record all observations.
6. Draw what you see for each time you observe.
7. After one week, decide how climate can affect the growth of plant seeds.
8. Combine results on a bar.
Number of Sprouted
Seeds
How many seeds will wake up?!
2.5
2
1.5
Series1
1
Series2
0.5
0
Moist
Dry
Warm
Cool
Environment
*Accommodations: Since this lesson has several steps, having the student perform different experiments, I
would break the assignments into segments of shorter tasks, so they are not placed in front of the student
all at once. I would give the children a pre-made chart for their observations because then they would not
have to waste time on worrying or having to make a chart to record whatever they notice during each
experiment.
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Lesson 5(Grade K-4)
Root Loops
Objective: To understand that plants respond to gravity by attempting to change the direction of root and
stem growth. Use radish seeds for this activity.
Procedure:
1. Set up three plastic containers stuffed with moist paper towels. Make sure the towels stay moist.
2. Place radish seeds between the cup and the paper towels.
3. Turn one container on its side. Turn one container upside down. Leave on container upright.
4. All growth to continue for several days in order to make a full observation.
Prediction: I predict that al the roots will grow downward because of gravity.
Day 1
Glass 1
Glass 2
Glass 3
On its’ side
Upside down
Upright
- no change
- no change
- no change
- no change
- no change
- no change
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Day 2
Day 3
Day 4
- 3 seeds grew
- 2 seeds grew
larger
larger
- no leaves
- no leaves
- 3 seeds continued
- 2 seeds continued
to grow
to grow
- no change
- no change
- the stem got longer - the stem got longer
- no leaves
- no leaves
- all seeds have
- 2 seeds have
sprouted
sprouted
- a white root is
- the roots growing
growing from each
downwards
Day 5
Day 6
- no change
- all three roots have - one seed has
- 1 seed has
now grown into the
sprouted leaves at
sprouted a root
paper towel
the top
- it’s white
- the roots are all
- the root is growing
- there are no leaves
growing sideways
into the paper towel,
downward
Day 7
- each seed that has
- 2 seeds have fully
-2 seeds have
sprouted has
sprouted
sprouted
increased in size
- they each have
- 1 seed has a stem
- the stem is longer
leaves at the top of
with leaves
- the root continues
the stem
- the roots are just
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to grow down
staying at the bottom
of the cup, while the
stem is going up
Day 8
- a third seed has
- the roots have
- 1 stem has pushed
sprouted
continued to grow
aside the paper towel
- the stems are
downwards through
and grew between
trying to push there
the paper towel
the towel and the
way out through the
cup
paper towel
- the stem is growing
straight up
Conclusions:
Gravity does affect the growth of plants. When plants grow, the stem and leaves grow upward, while the
roots grow downward. The direction that a plant grows has nothing to do with the way that you plant a
seed. Stems always find their way up and roots always find their way down. This can be illustrated by
looking at the pictures taken from each cup over the eight days.
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Photos:
This picture shows the three glasses in their positions at the start of the experiment.
Glass #1: on the side, Glass #2: upside down, Glass #3: upright.
These three pictures are all from Glass #1. The first
picture on the left was taken on Day 4 because there
were three seeds that grew. You can see the brown
which was the seed, leaves are starting to form, but
no stem. The picture below that shows the white
portion of the root. It is starting to grow down. The
last picture shows the stem with leaves, trying to
grow upwards. It grew around from the back of the
paper towel.
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These three pictures are from Glass #3. The
picture below this, show two seeds that have
grown white roots. The second picture shows
another seed that has sprouted from Day 7. It
has a stem with a leaf and a root. The last
picture shows two seeds that have grown, have
stems and leaves. It is trying to grow the paper
towel, but being pushed down by it.
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*Accommodations: I would give the children a pre-made chart for their observations because then they
would not have to waste time on worrying or having to make a chart to record whatever they notice during
each experiment. If this experiment, was to be brought home, I would send a letter to the parent
explaining about the lesson and if they could keep in mind that their child should be making observations
each day. After each day, the parent could sign the paper and bring it in to me to show that they wrote
down something or have the parent email/call me.
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Lesson 6(Grade K-4)
What a Sy-Stem!
Question: How does water move through a plant?
Objective: To illustrate how plants absorb and circulate water.
Procedure:
1. Fill two cups with water.
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2. Dissolve one color of food coloring into one cup and a different color of food coloring into the other.
3. Take a stalk of celery that has leaves on it and cut off a small piece from the bottom end.
4. Take the scissor and split the celery talk into two halves.
5. Place each half of the stalk into each cup
Prediction: I predict the left side of the celery’s veins will turn green white the right side will turn black.
Hypothesis: If I put a stalk of celery in a cup of food coloring, then the veins will suck up the color from the
food coloring.
Experiment: I filled two cups with water. I put dark green food coloring in cup A and black food coloring in
cup B. Then I cut off the bottom of the celery and split it up the middle with a scissor half way. I put the
left end of the celery in cup A and the right end in cup B. I leaned the celery stalk up against the wall. I
had the celery for 3 days in the cups.
Observations:
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Day 1- The coloring rose up three inches on both sides
Day 2- The coloring rose up to the top of celery, even into the leaves. The leaves have somewhat
changed color. The left side has hints of dark green, and the right side has hints of black.
Conclusions: Water was sucked up by the plant, which traveled up the stalk into the leaves. The tiny tubes
or capillaries allowed the water to move throughout the plant. I think this would be an example of capillary
action.
Drawings/Pictures:
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These pictures are taken from beginning to end
of the celery lesson. The above picture shows
the celery in two cups of food coloring: green on
the left and black on the right. The second picture
shows the coloring being taken up the stalk. The
third picture shows the coloring moving over half
way up the stalk. The last picture shows how the
coloring reached the leaves. The leaves are now
filled in with darker green. If you look closely at
the long leaf in the center, some of the veins are
now black.
Science in Personal and Social Perspectives
If you wanted to give someone a bouquet of carnations to celebrate the Fourth of July and could find
only white ones, what can you do to those to get red and blue ones too? Do you think the same thing
is done by florists?
I would add coloring to the white flowers. The same thing that happened to the celery would happen. The
petals of the carnations would turn red and blue from the food coloring. I do think that florists could use
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this method. With all the colors from food coloring, they could create a more diverse group of flowers to
sell. You can mix colors, resulting in many different colors for the flowers.
Science as Inquiry
What force is pulling the colored solution up the stem of the celery in this activity?
I believe the force pulling up the color is transpiration. It moves the water to the parts of the celery.

What if the celery were placed in clear water? Would the liquid still be drawn up the stalk? How could
you tell?
If celery was placed in clear water, I do believe the liquid would still be drawn up the stalk.

Could a plant live without a stem? Why or why not?
A plant could not live without a stem because the stem supports the celery. The stem also provides
nourishments, such as food and water. Without food and water, the plant will not be able to survive.
Evaluation
As a teacher, how would you assess what your students have learned by doing this activity?
As a teacher, I would assess my students by having them write down their conclusions. After writing, I
would encourage a class discussion on what they wrote down. I would also give them a worksheet which
would be in the form of a letter to someone they knew. In the letter they would tell the person about the
experiment and what they learned from it. I would also like to have the students set up the carnation
experiment to reinforce what occurred in the celery experiment.
*Accommodations: This lesson, I would do in front of the class as a whole. I would place the students with
disabilities the closet to me for several reasons:
1. Make sure I could see if they get distracted
2. I could ask them to be a helper during the experiment to get them involved
If the student no difficulty writing, I could have them become the class recorder. During our class
discussion about what observations/changes have taken place, they could be the one to write them. If I
decide not to have a class recorder, I could give them a worksheet with a pre made chart to organize their
thoughts on where their observations could be placed.
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Lesson 7(Grade K-4)
Plants as Food Makers
Puzzled by Photosynthesis
Directions: From the list below, write the correct words on each puzzle piece.
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Procedure: Using the puzzle above, and prior knowledge, in your own words, explain what is
photosynthesis?
The word ‘photo’ means light and ‘synthesis’ means putting together. The word photosynthesis means
putting together with light. Plants contain chlorophyll and plants take in water and nutrients from the soil
through tiny hairs on the roots. The water and nutrients are transported through the root hairs to the roots
and then are drawn up the stem through tubes. I remember learning in school that there are two different
kinds of tubes: phloem and xylem. Xylem tubes carry the needed water and nutrients up the stem to the
leaves where photosynthesis takes place. Phloem tubes carry sugars down from the leaves. Green plants
are the only plants that produce oxygen and make food. This takes place in chloroplasts, which have
chlorophyll in them. Chlorophyll absorbs the sunlight. From sunlight, green plants combine carbon dioxide
and water to make sugar and oxygen. Green plants use sugar to make starch, fats, and proteins. There
are tiny pores called stomota. Oxygen and carbon dioxide enter and leave through the stomata.
*Accommodations: I think the puzzle piece is a great activity. It has an image and the words listed
already. I would have the class work in partners to answer the question. The students would be able to
formulate an idea together and work as a team. I would give all students options on how to answer the
question to demonstrate their learning: written response, drawing, acting it out etc.
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Lesson 8(Grade K-4)
Flowers Up Close
Plant Part
Function of this part?

Receptacle
Sepal
The point at which the floral parts attach to the tip of the stem
bearing the flower. The receptacle is often somewhat enlarged.

Make up the outer ring of floral parts,

Often green in color, though some flowers have brightly
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colored, petal-like sepals.

Form the next circle of flower parts, just inward from the sepals.
If a blossom is showy, chances are it's the petals you notice.
Petal
Petals may be separate, or united in a tubular, cupped, or belllike shape.

Attract pollinators.

Positioned inward from the petals, contain the male
reproductive elements. A typical stamen consists of a slender
Stamen
stalk, the filament, topped by an anther, which is usually yellow
in color. The anther contains grains of pollen, the male element
needed to fertilize the flower.

Pistil
Found in the flower's center, bear the female reproductive
parts.

Each pistil typically consists of an ovary with a stalklike tube
rising from it.

The stalklike tube, called the style, is topped by a stigma,
which receives the pollen.

The ovary contains one or more ovules; following pollination
and fertilization these develop into the plant's seeds.
*Accommodations: For this lesson, I would use the same accommodations as Lesson 2. I would have the
flower figure already drawn out. I could also have the words listed in a word bank. For example, a child
with ADHD, would spend most of this lesson drawing out the plant and leave little or no time for naming
the plants. For the chart, I could make it, where the words were on one side and the jobs on the other and
the students would need to draw a line to connect the word with its correct job. I feel this would save time
and lessen the anxiety/frustration a child with a disability or difficulty might have. I could enlarge the
words, simplify the text or highlight, if the student needed an alternative way to receive information.
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Self Assessment
Closure
Assessment/Evaluation
What have I learned by completing this journal based on growth and development of plants?
I have learned numerous things throughout completing this journal. Plants are living things. Plants also
have several different parts. In a typical plant there are four parts: petal, stem, leaf and roots.
Each of
these parts has a responsibility to do in order to make the plant grow. Inside a seed of a plant, there are
also things that grow. In a flower, there a several parts that all need to function to ensure the growth and
success of the flower.
Weather and climate have an affect on plants as well. Plants need certain things to grow. Two important
factors are sunlight and water. Usually seeds in a warm, moist area will successfully grow. Seeds placed
in a cold, dark area will most likely not grow.
I learned about roots and how gravity affects the way they grow. Gravity does affect the growth of plants.
When plants grow, the stem and leaves grow upward, while the roots grow downward. The direction that a
plant grows has nothing to do with the way that you plant a seed.
A plant takes in moisture through it’s’ roots. In the lesson called “What a Sy-Stem!”, I learned this by
looking at the food coloring in the celery. Just as people have veins to make their blood flow though their
bodies, plants have veins that water flows through too. The plants suck up the water from the dirt and the
water flows through the plant. The tips of the leaves of the celery plant turned the same color as the food
coloring.
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The word photosynthesis means putting together with light. Xylem tubes carry water and nutrients up to
the plant’s stem to reach the leaves. Phloem tubes take the sugars down from the leaves. The plants can
take the trapped energy and can turn carbon dioxide into a variety of sugars and oxygen.
Annotated Bibliography
www.nysatl.nysed.gov/standards.html
This site is where I found all of the New York State Standards for this journal.
http://www.myschoolhouse.com/courses/O/1/124.asp
This is a website which had an illustration of a flower. It also had a description of the parts of a flower.
There was a test at the end, to make sure you understand the information that was read above.
http://andromeda.cavehill.uwi.edu/flower_structure_and_function.htm
This site where I found the picture of the flower to label its’ parts. The information that I could not
remember, I also found at this site for the functions of the parts.
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http://library.thinkquest.org/3715/photo3.html
I received a ton of great information from this site about plants, seeds and photosynthesis. It has diagrams
and questions.
http://www.barnesandnoble.com
I used the website for Barnes and Noble to find more books that could be incorporated into having students
complete this journal.
http://tooter4kids.com/Plants/inside_of_a_seed.htm
This is a site of a lesson that a teacher planned for her class to look inside of lima bean seeds. I did not
know much about lima beans and I wanted to make sure I had a source to look at if my beans did not
germinate or became moldy.
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