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: 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.