Download Author - Princeton ISD

:
Campus: Godwin
Author(s): Christy Kunkel
Date Created / Revised: April 20, 2014
Six Weeks Period: 6th six weeks
Grade Level & Course: Kindergarten Science
Timeline: 7 days
Unit Title: 9
Stated Objectives:
TEK # and SE
Lesson # 1
Exploring
Plant Parts
K.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:
K.10B Identify parts of plants such as roots, stem, and leaves and parts of animals such as
head, eyes, and limbs.
K.10C Identify ways that young plants resemble the parent plant.
Scientific Process TEKS
K.2 Scientific investigation and reasoning. The student develops abilities to ask questions and
seek answers in classroom
and outdoor investigations. The student is expected to:
K.2D Record and organize data and observations using pictures, numbers, and words.
K.4 Scientific investigation and reasoning. The student uses age-appropriate tools and models to
investigate the natural
world. The student is expected to:
K.4B Use senses as a tool of observation to identify properties and patterns of organisms,
objects, and events in the environment.
See Instructional Focus Document (IFD) for TEK Specificity
Key
Understandings
Plants have parts.
— What are the parts of a plant?
Different parts of plants have functions that help plants survive.
— What is the function of the roots?
— What is the function of the stem?
— What is the function of the leaves?
Misconceptions
Key Vocabulary
Plants, roots, stem, leaves, function, botanist, support, storing, growing, anchoring, absorbing,
food
Suggested Day
5E Model
Instructional Procedures
Day 1- Engage
1. Set up a KLEW chart in the class science notebook with the
title How Do We Know It’s A Plant?
2. Ask:
What is a plant? Allow students to respond. Record their
thinking on the chart in the class science notebook under the “K”.
3. Distribute a piece of paper to each student. Instruct students to
draw two examples of a plant. Students should label any parts
that they know. Collect these pieces of paper.
4. Focus student attention on the KLEW chart. (If this is the first
time you have used this, then you may need to explain the
categories to the students.)
5. If this is the first time using the KLEW chart, you may want to
Materials, Resources, Notes
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)
Materials:
paper (plain, 1 sheet per
student)
crayons or colored pencils
(per group)
Attachments:
Teacher Resource: How
Do We Know It’s A
Plant?
Instructional Notes:
Students will be recording
several observations on
Day 2- Explore
direct some of the questioning, such as, but not limited to:
What is a plant? Plants are living organisms that do not move,
usually have chlorophyll (or green coloring somewhere), and
produce their own food.
What are the parts of plants? Plants have many parts. The
most common and easily recognized are the roots, stem, leaves,
flowers, fruit, and seeds. In this lesson, the focus is on the roots,
stem, and leaves.
What do plants need to live? A plant’s basic need include
water, air, nutrients (food), sunlight, and space to grow.
Please note: The suggested answers in italics are for the
teachers benefit. It is not expected that a kindergarten student
should know this.
6. If you are familiar with the KLEW chart, simply ask students
the question:
What do you know about plants?
paper. They should be
dated before collecting and
then at the end of the unit
there will be a sequential
record of their learning.
1. Say:
Today you are going to be a botanist.
A botanist is a scientist who studies plants.
2. Ask:
What tools do you think that you will need to make careful
observations of a plant? Students should recall that they need
a hand lens to see details and paper and a pencil to record their
observations. 3. Distribute a piece of paper to each student.
Instruct them to fold it in half and then in half again. Their paper
will have four sections (See the sample below.). You may still
need to model how to fold the paper.
4. Say:
I will be distributing leaves to each group.
You will be observing only two of the leaves.
In the boxes in the top row you, will draw your leaf.
Use the hand lens to observe details.
In the box, below the leaf you have drawn is where you will
create a crayon rubbing of your leaf.
5. Model how to create a leaf rubbing. There may be students
who have never had this experience.
6. Distribute a hand lens and leaf to each student.
7. Say:
When you have completed one leaf observation and one leaf
rubbing, we will stop and have a discussion about our work.
8. Allow time for students to complete the task. Monitor students,
and encourage careful observation and drawing of the leaf.
9. After the majority of students have completed one observation
and one rubbing, begin the discussion.
10. Say/Ask:
We will compare and contrast each type of illustration.
What can we learn from each picture? We can learn about the
pattern on the leaf, the leaf size, and the leaf shape.
Which has more detail? Answers will vary depending on
student opinion.
Which is more realistic? Answers will vary depending on
student opinion.
11. Read a book about leaves. After reading the book,
Ask:
What is the function of the leaves? They help the plant make
food.
Materials
paper (plain, 1 sheet per
student)
leaves (see Advance
Preparation, 2 per student)
crayons (per group)
hand lenses (1 per student)
book (about plant leaves, 1
per class)
Instructional Notes:It is
suggested that a model of
the four boxes are drawn in
the
class science notebook so
students will have a visual
reminder of the task.
Placing icons in the corner
of the boxes will clue
students in to the work that
should be in each box.
(See the sample to the
left.)
If time is limited for science
instruction, you may
consider placing
the leaves, a few hand
lenses, some pencils, and
some crayons in
a science learning center.
Students could complete
the second
leaf observation and
second leaf rubbing during
this time at the
science learning center.
This would be a good time
for a word wall to be
created. In
addition, the teacher may
need to review what the
word “function”
means.
Check For
Understanding:
This is an opportunity to
assess where students are
in the
understanding of science
process skills.
Day 3- Explore
1. Say:
Today, we are going outside to observe some plants in our
school yard.
2. Ask:
What are some safety rules that we should remember?
Although safety rules may vary by classroom, some important
safety rules are:
Wear closed toe shoes.
Do not touch anything without the teacher’s permission.
Wash hands when returning inside.
3. Take the class outside. Point out plants such as trees, shrubs,
flowers, weeds, and grass.
4. Ask: What do all of these plants have in common? They all
have green parts, and they are all stationary- they cannot change
locations like animals do.
5. Continue with the observations. Point out the stems and
leaves on a variety of plants. Gather all of the students around
you (in a small circle). Carefully pull up a weed or some grass.
You want to make sure that the roots will be visible. Display the
roots for the students to see.
6. Say:
You may have noticed that roots are found on the part of the
plant that
grows in the soil. We usually do not see the roots of a
growing plant.
7. Ask:
Why do you think roots are an important part of a plant?
8. As you are walking back to the classroom, allow students to
point out the stems and leaves of plants. If there is a tree, explain
that what we call the “trunk” of a tree started as a stem when the
plant was very young.
9. If students touched any plants outside, they should wash their
hands.
10. Once back in the classroom, add to the KLEW chart in the “L”
section.
11. Read a book about plant roots.
12. After reading the book, facilitate a discussion about the
function of roots and stems.
(See the Instructional Notes for information on roots and
stems.) Include them Guiding Questions:
Ask:
What is the function of the roots? Roots have four main
functions, which include anchoring the plant in the soil (or to a
tree, in some cases); absorbing
water and minerals from the soil; storing food; and roots act as a
passageway for water and minerals to go from the roots to the
stem and from the stem to the roots.
Please note: The suggested answers in italics are for the
teachers benefit. It is not expected that a kindergarten student
should know this.
Materials:
book (about plant roots, 1
per class) Instructional
Notes:
If the teacher cannot take
the class outside to
observe plant stems
and plant roots, they will
need to supply a plant to
conduct this part of the
lesson.
The stem has four main
functions: support for the
leaves and flowers, moving
water and nutrients
between the roots and the
leaves, storage of nutrients
(Think of a cactus.), and
growing new tissue as the
plant grows (Think of how a
tree grows.).
Roots have four main
functions, which include
anchoring the plant
in the soil (or to a tree, in
some cases), absorbing
water and minerals from
the soil; storing food, and
roots act as a passageway
for water and minerals to
go from the roots to the
stem and from the stem to
the roots.
Science Notebooks:
Record students’
comments in the class
science notebook on the
KLEW chart.
Day 4Explore/Explain
1. Distribute 3–4 seeds in a small, resealable, plastic bag. (1 bag
per group)
Materials
seeds (dry, 3–4 per bag)
Day 5 -Explain
2. Ask:
What are these? Answers will vary according to students’
experiences.
Are they living or non-living? (Living)
How are they used? Answers will vary according to students’
experiences.
What will happen if we put these in soil? If all of the basic
needs are met,
then they should grow.
What do they need to grow? Seeds need water, air, and
nutrients. When the leaves start to show, then the plant also
needs sunlight.
3. Record student responses on KLEW chart.
4. Instruct student to each take out one dry seed from the small,
resealable, plastic bag.
5. Distribute the bean seeds that have been soaked and are
starting to sprout (1 per student and maybe a few extras). In
addition, each student needs a hand lens for observing, a small
piece of paper towel or wax paper on which to place the seeds,
and a blank piece of paper for recording observations.
6. Ask:
What are some features (or parts) you can see on the dry
seed?
What are some features (or parts) you can see on the
sprouting seed?
What are some changes you can observe between the dry
seed and the sprouting seed?
7. Students should draw the seed before and after sprouting,
labeling the parts of the seed (with teacher assistance). Provide a
word bank. A completed example is shown below.
8. Students do not need to memorize the parts of a seed. The
intent is to provide some background knowledge of how the three
plant parts (roots, stem, and leaves) start.
9. As students are drawing the sprouted seed,
Ask:
What do you think the small, long, white part will grow into?
A root
Does anyone have any small leaves on their sprouted seed?
Why do you think the plant has a seed coat? It protects the
seed until conditions are good for the seed to grow.
10. Add student responses to KLEW chart.
11. Collect student work.
resealable plastic bags
(small, to hold seeds, 1 per
group)
bean seeds (see Advance
Preparation, 1 per
student)
hand lenses (1 per student)
paper towel (or wax paper,
small piece, 1 per
student)
paper (plain, 1 sheet per
student)
pencils (1 per student)
Instructional Notes:
If time is limited for science
instruction, you may
consider placing
the seeds, cups, and soil in
a science learning center.
Students
could plant their seeds in a
clear, plastic cup of soil,
placing the seed along the
side so they can observe
germination and growth.
The seeds could all be
planted in one tray (such
as a paint tray filled with
soil) and class
observations could be
made. It is the
teacher’s choice. The
growing seeds could be
placed in a science
center for daily
observations.
Science Notebooks:
Record students’
comments in the class
science notebook on the
KLEW chart.
1. Hold up a stalk of celery and a glass of colored water.
2. Ask:
If this piece of celery represents the stem of a plant, what might
happen when it is placed in this glass of colored water?
(Students’ responses will vary according to their understanding
that a stem carries water up from roots to leaves.)
3. Record student predictions (claims) in the class science
notebook.
4. Conduct the investigation. (Use the Teacher Resource:
Directions for Colored
Celery.)
5. If the science lesson does not occur until the end of the day,
then students will not have the opportunity to make any
observations until the following day. If science class is in the
morning, then make an observation after lunch and then again at
the end of the school day.
6. Read a book about plant stems. During the reading of the
Materials:
containers (clear, to hold
plant stalk, 1 per group)
water (per class)
food coloring (variety of
colors, 1 different color per
group)
celery (with some leaves
still attached, 1–2 stalks
per group)
book (about plant stems, 1
per class)
Attachments:
Teacher Resource:
Directions for Colored
Celery
Instructional Notes:
book, ensure that students can relate what they are reading to
the celery experiment and to plants that they have seen around
them.
7. After reading the story,
Ask:
What is the function of the stem? The stem has four main
functions: support for the leaves and flowers, moving water and
nutrients between the roots and the leaves, storage of nutrients
(Think of a cactus.), and growing new tissue as the plant grows
(Think of how a tree grows.).
Please note: The suggested answers in italics are for the
teachers benefit. It is not expected that a kindergarten student
should know this.
When the celery stalk sits
in the colored water for
about 15 minutes, the
colored water is absorbed
by the celery and is soaked
upwards to the leafy part
through the "veins" in the
celery stalk. Some pieces
absorb the colored water
faster. The longer the stalk
sits in the colored water,
the darker the celery stalk
becomes from the food
coloring. This clearly
demonstrates to students
that the stem acts as the
carrier of water and
nutrients from the ground
to the other parts of the
plant. The colored water is
actually carried up into the
leafy part of the celery, and
the leafy part changes
color
(according to the color of
food dye used).
Day 6 –
Explain/Elaborate
1. Students should understand the concept that plants start from
seeds and have roots, stems, and leaves.
2. Students will observe seedling pictures and the parent plant
pictures and make observations about how the young plants
resemble the parent plant.
As students observe both the seedling and the parent plant, they
should be able to make the connection that the leaves are one
way to identify a plant. It is not a “foolproof” method, but the
examples on the Handout: How Do Seedlings Resemble the
Parent Plant? show the leaf similarities.
3. Distribute the Handout: How Do Seedlings Resemble the
Parent Plant? (1 bag per group), and have students sort and
match the cards.
4. As students are sorting and matching the cards,
Ask:
In what ways do young plants resemble the parent plant?
5. After students have had whole group experiences with these
pictures, place the cards in a science learning center for use as a
reinforcement activity.
Materials
resealable plastic bags (to
hold How Do
Seedlings Resemble The
Parent Plant? cards,
1 set per bag)
Attachments:
Handout: How Do
Seedlings Resemble the
Parent Plant? (1 per group)
Instructional Notes:
The information in this
activity is new to
kindergarten. Students are
supposed to be able to
identify ways that young
plants resemble the parent
plant. This concept will not
be assessed on the
Performance Indicator in
this lesson.
Day 7 -Evaluate
Kindergarten Science Unit 09 PI 01
Create a three-flap graphic organizer that identifies the three
parts of the plant: roots, stems, and leaves. Explain (orally) these
structures and how they help plants survive in their environment.
Standard(s): K.2D , K.10B
ELPS ELPS.c.3D , ELPS.c.3E
1. Refer to the Teacher Resource: Performance Indicator
Instructions KEY for information on administering the
assessment.
Materials
paper (plain, 1 sheet per
student)
crayons or colored pencils
(per group)
Attachments:
Teacher Resource:
Performance Indicator
Instructions KEY
Accommodations
for Special
Populations
Accommodations for instruction will be provided as stated on each student’s (IEP)
Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.