Download Teaching Parts Of Plants

TEACHING
GUIDE
TEACHING
Parts of
Plants
Kindergarten Reading Level
ISBN-13: 978-0-8225-1798-6
2
TEACHING
PARTS
OF
PLANTS
Standards
Language Arts– • Uses the general skills and strategies of the reading process.
Reading
• Uses reading skills and strategies to understand and interpret a variety of
informational texts.
Language Arts– • Uses the basic skills and strategies of the writing process.
Writing
• Gathers and uses information for research purposes.
Language Arts– • Uses listening and speaking strategies for different purposes.
Listening and
• Demonstrates competence in speaking and listening as tools for learning.
Speaking
Mathematics
• Understands and applies basic and advanced properties of the concepts of geometry.
• Uses basic and advanced procedures while performing the processes of computation.
Science
• Understands biological evolution and the diversity of life.
• Understands the nature of scientific inquiry.
• Understands relationships among organisms and their physical environment.
Thinking and
Reasoning
• Effectively uses mental processes that are based on identifying similarities and
differences.
Multiple Intelligences Utilized
• Interpersonal, naturalistic, logical-mathematical, bodily-kinesthetic, intrapersonal,
and linguistic
Copyright © 2004 by Lerner Publishing Group, Inc.
All rights reserved. International copyright secured. Student pages may be
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resale. No other part of this teaching guide may be reproduced, stored in a
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mechanical, photocopying, recording, or otherwise—without the prior written
permission of Lerner Publishing Group, Inc., except for the inclusion of brief
quotations in an acknowledged review.
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5 6 7 8 9 10 — IG — 13 12 11 10 09 08
Books in the Parts of Plants
series include:
Flowers
Leaves
Roots
Seeds
Stems
TEACHING
Lesson 1
Reading First Step
Nonfiction for
Kindergarten
Purpose: Students will become familiar with written
text and reading strategies.
Materials
• Parts of Plants series
• Reading Lesson
Checklist p. 11
• drawing paper
• crayons
Objectives
• Recognize the format of nonfiction books.
• Explain attributes that make a book interesting.
• Employ basic reading strategies.
• Identify beginning letters in book titles.
• Construct meaning from text and pictures.
• Make predictions based on picture cues.
PARTS
OF
PLANTS
• What do you think the title of the book could be?
Why do you think that?
• Open the book to the first page.
• Describe what you see on the page.
• As a class, look at the book, page by page, and talk
about the pictures.
• What do you think this book is about?
Read
(teacher, class)
• Read the Parts of Plants book to the class, pointing
to the words as you read them.
• Read the book a second time, with students pointing
to the words in their own books as you read.
Discuss
(teacher, class)
• How did the book’s pictures help you understand
the words on the page?
• Discuss the book’s content.
Practice
(student, pairs)
• Read a page of your Parts of Plants book to the
teacher or a friend.
• Draw a picture to show what the book was about.
Activity Procedures
Prepare
(teacher)
• Copy one Reading Lesson Checklist p. 11 for the
class.
Pretest
(class, pairs)
• Think of your favorite book.
• Explain why you like that particular book.
Preview
(teacher, class)
• Look at the title on the front cover of one of the
Parts of Plants books.
• What letter does it start with?
• Look at the pictures inside the book.
Evaluate
(teacher, student)
• Does the drawing show what the book is about?
• What was the main idea?
• Use the Reading Lesson Checklist p. 11 to evaluate
student understanding. Assess two or three students
each reading session.
3
4
TEACHING
PARTS
OF
Lesson 2
Plant Life Cycle
Purpose: Students will understand and illustrate the
life cycle of plants.
Materials
• Parts of Plants books
• Flow Chart p. 12
• pencils
• crayons
• scissors
Objectives
• Label steps in a sequence of events.
• Identify steps in a process.
• Illustrate steps in a process.
• Diagram the growth process of a plant.
• Arrange pictures in sequential order.
• Explain how a plant grows.
Activity Procedures
Prepare
(teacher)
• Copy Flow Chart p. 12 for each student.
Pretest
(pairs, class)
• With a partner, talk about the steps you take to
brush your teeth.
• Share your ideas with the class, putting the steps in
order.
• On the board, draw the steps in brushing your teeth.
• Label the steps first, next, then, and last.
• Talk about the order of the steps and the importance
of doing them in order.
Read
(teacher)
• Explain that a plant grows in steps, too.
• Read the Parts of Plants books.
PLANTS
Discuss
(class)
• What is a seed? Why is it important? How does a
seed grow into a plant?
• Explain the steps in plant growth.
Practice
(student)
• Using Flow Chart p. 12, draw the steps in the growth
process of plants.
• Label your drawings with the words first, next, then,
and last.
• Cut out each box on Flow Chart p. 12.
• Mix up the steps and put them back into the correct
order.
Evaluate
(teacher)
• Evaluate each student’s Flow Chart p. 12 for
correctness.
• Observe students’ ability to reorder the steps in the
growth process.
TEACHING
Lesson 3
Classroom Gardeners
Purpose: Students will plant seeds and record their
growth as they become plants.
Materials
• Parts of Plants books
• clear plastic cups
• potting soil
• seeds
• water
• newspaper
• rulers
• How Tall? p. 13
• pencils
• masking tape
• drawing paper
• paper cups
Objectives
• Describe the function of a seed.
• Compare the growth rate of two or more plants.
• Interpret measurement data.
• Document the growth of a seed into a mature plant.
• Create a miniature garden.
• Measure the growth of a plant.
Activity Procedures
Prepare
(teacher)
• Gather planting materials.
• Put newspapers down in the planting station.
• Divide students into small groups for planting.
Pretest
(student)
• What happens to a seed that is planted in the
ground?
Read
(teacher, class)
• Read Parts of Plants books.
PARTS
OF
PLANTS
Discuss
(class)
• What is a seed?
• How does a seed grow into a plant?
Model
(teacher)
• Fill a clear plastic cup 2⁄3 full of potting soil.
• Plant two or three seeds along the outer edges of the
soil, visible through the cup. (This will allow students
to see the root and sprout growth before the plants
reach the surface of the soil.)
• Label the seeds by putting small pieces of masking
tape with letters near each seed planted. This will
allow students to observe and measure the same
plant repeatedly.
• Water the seeds.
• Place the clear cup into a paper cup, which can be
removed to observe root growth.
Practice
(small group)
• Follow the procedure for planting seeds modeled by
your teacher.
• Water seeds regularly.
Practice
(student)
• Record your plant’s height weekly on How Tall?
p. 13.
• Draw a weekly picture of your plant. (optional)
• Compare the growth rate of two plants.
Discuss
(small group, teacher)
• How much did your plants grow each week?
• Did they grow more during certain weeks?
• Did they grow at the same rate?
Evaluate
(teacher)
• Assess each student’s How Tall? worksheet p. 13
for completeness.
• Observe student participation in discussions.
5
6
TEACHING
PARTS
OF
Lesson 4
Stem Experiment
Purpose: Students will understand how stems carry
water and nutrients to plants’ leaves.
Materials
• Roots and Stems
books
• celery stalks (best
with some leaves
remaining)
• red food coloring
• clear glass jars
• water
• pencils
• crayons
• knife
• drawing paper
Objectives
• Define the word stem.
• Discuss the functions of a plant’s stem.
• Illustrate the outcome of an experiment.
• Analyze the results of an experiment.
• Explain how a plant’s stem is similar to a person’s
veins.
• Summarize the results of an experiment.
Activity Procedures
Prepare
(teacher)
• Gather materials for stem experiment.
• Write the words Before and After on the board.
Pretest
(class)
• Ask students how they think plants get and use water
and nutrients from the soil.
Read
(teacher, class)
• Read Roots and Stems books.
PLANTS
Discuss
(class)
• What did you learn about roots?
• What did you learn about stems? What do stems do
for plants?
Model
(teacher)
• Tell students that you are going to do an experiment
to see how a stem carries water to the leaves of a
plant. The students will draw what happens.
• Fold a piece of drawing paper lengthwise, making
two columns.
• Write Before at the top of the left column, and After
at the top of the right.
Practice
(student, teacher, class)
• Students will fold and label drawing paper as
modeled.
• Place celery stalks in jars with 11⁄2 inches of clear tap
water. Put jars in several locations around the room
so all students can see.
• Students will draw what they see under the Before
heading on their papers.
• Tell students that you are going to add food coloring
to the water, and ask them to predict what will
happen to the celery stalk.
• Add enough red food coloring to each jar of water
to turn the water red. After about 45 minutes you
will see red on the tips of the celery leaves.
• Ask students to look at the celery again. Have them
draw what they see under the After heading on their
papers.
• How are the two pictures different? Discuss what
happened to the celery.
• Cut the celery crosswise to reveal the veins that
carried the food coloring up the stem. How are
these veins like the veins in a person’s body?
Evaluate
(teacher)
• Assess the accuracy of students’ Before and After
drawings.
• Observe students’ participation in class discussion and
explanations for the changes in the celery.
TEACHING
Lesson 5
So Many Leaves
Purpose: Students will observe and sort a variety of
leaves.
Materials
• Leaves book
• Kinds of Leaves p. 14
• leaves of different
shapes, sizes, and
colors
• drawing paper
• crayons
• pencils
Objectives
• Recall the names of plant parts.
• Compare various kinds of leaves.
• Classify leaves by similar characteristics.
• Identify leaf characteristics.
• Arrange items on a chart.
• Explain categories for classification.
Activity procedures
Prepare
(teacher)
• Copy Kinds of Leaves p. 14 for each student.
• Gather leaves of different shapes, sizes, and colors.
(This is a good activity for autumn when leaves have
changed colors.)
• Distribute a variety of leaves to each child during the
practice exercise.
Pretest
(class, teacher)
• Draw a large flowering plant on the board.
• Ask students to tell you which parts are the leaves.
• Ask students to describe a leaf. Are all leaves the
same? How can they be different?
PARTS
OF
PLANTS
Read
(teacher)
• Read Leaves book.
Discuss
(class)
• What did you learn about leaves?
• In what ways are leaves alike? How are they
different?
Model
(teacher)
• Show students a variety of leaves. Ask them for ideas
about how you could group leaves into categories.
• Glue several leaves onto Kinds of Leaves p. 14,
demonstrating different ways that leaves could be
categorized.
Practice
(student)
• Look through your leaves and sort them by common
characteristics. Are they the same size? The same
shape? The same color? How else could they be
categorized?
• Glue each group of leaves onto a different square on
Kinds of Leaves p. 14, so leaves with like traits are all
in the same square.
Evaluate
(teacher)
• As students glue their leaves onto Kinds of Leaves
p. 14, circulate and ask them how they grouped their
leaves.
• Evaluate Kinds of Leaves p. 14 for logic of categories.
• Assess students’ explanations of their leaf categories.
Extension
(student)
• Make leaf rubbings by placing leaves under drawing
paper and coloring over the leaves. Use a variety of
leaves and colors.
7
8
TEACHING
PARTS
OF
Lesson 6
Seed Comparison
Purpose: Students will explore and compare seeds
found in a variety of edible fruits.
Materials
• Seeds book
• four (or more) seedcontaining fruits
(such as apples,
oranges, watermelon,
cantaloupe, grapes,
plums, grapefruit, or
peaches)
• pencils
• Seeds Inside p. 15
• knife
• paper plates
• crayons
• glue
Objectives
• Describe seeds.
• Compare a variety of seeds.
• Discover the kinds of seeds found in several kinds of
fruit.
• Distinguish between the seeds of different fruits.
• Make a chart with corresponding fruits and their
seeds.
• Assess ways that seeds could be categorized.
Activity Procedures
Prepare
(teacher)
• Copy Seeds Inside p. 15 for each student.
• Gather a variety of edible fruits with seeds.
Pretest
(student)
• Where have you seen seeds before?
• What foods have you eaten that contained seeds?
PLANTS
Read
(teacher, class)
• Read Seeds book.
Discuss
(class)
• What do seeds look like?
• How are seeds alike and different?
• What is the purpose of seeds?
Model
(teacher)
• Show students a variety of fruits. Explain how flowers
turn into fruits and that fruits contain seeds.
• Draw one of the fruits under the heading Fruit on
Seeds Inside p. 15.
• Cut the fruit open and draw its seeds under the
heading Seeds on Seeds Inside p. 15.
• After students have drawn the fruits you have
brought, cut each fruit open. Give each student
seeds or a section from each fruit. (You may want to
do this one fruit at a time.)
Practice
(student)
• Draw the fruits your teacher has brought under the
Fruit heading on Seeds Inside p. 15.
• Draw each fruit’s corresponding seeds under the
Seeds heading on Seeds Inside p. 15.
• Allow seeds to dry and glue them onto the Seeds
portion of Seeds Inside p. 15.
• Talk about how the seeds are alike and different.
• Eat the fruits.
Evaluation
(teacher)
• Check each student’s Seeds Inside p. 15 for accuracy.
• Observe students’ participation in class discussion.
TEACHING
Lesson 7
Plant Parts
Purpose: Students will identify and count the parts of
plants.
Materials
• Parts of Plants books
• Flowers Big Book
(optional)
• My Plant p. 16
• various kinds of real
flowering plants
(either live or cut
flowers)
• crayons
• scissors
• blue and green
butcher paper
• colored construction
paper
• glue
• photographs of
flowering plants
(optional)
Objectives
• Identify plant parts.
• Label plant parts.
• Compare two or more plants.
• Determine the number of leaves, flowers, petals, and
stems a plant has.
• Make a diagram of a plant.
• Explain the functions of various plant parts.
• Evaluate the strengths of a class project.
Activity Procedures
Prepare
(teacher)
• Gather a variety of flowering plants or cut flowers.
• Copy My Plant p. 16 for each student.
• Create a classroom garden backdrop with blue and
green butcher paper. Hang this in the classroom or
hallway.
• Draw a large plant on the board. Label the parts with
the words stem, leaf, flower, and petal.
PARTS
OF
PLANTS
Pretest
(student, class)
• Look at the plant drawing on the board or pictures
of real plants. What are the names of the plant’s
parts?
• How many stems does the plant have? How many
leaves? How many flowers?
Read
(teacher, class)
• Read Parts of Plants books.
Discuss
(class)
• What are seeds? Roots? Stems? Leaves? Flowers?
• How are stems alike? How are they different? What
about flowers? (Discuss all plant parts.)
• Explain to students what flower petals are.
Practice
(student, pairs, class)
• Pass out one flower or plant to each student.
• Draw a picture of the plant in the box at the top of
My Plant p. 16.
• Count how many stems, flowers, petals, and leaves
the plant has.
• Complete My Plant p. 16.
• Label the parts of the plant with the words stem,
leaf, and flower.
• Share the information about your plant with a
partner.
• Using construction paper, make a paper plant. Glue
it to the classroom garden mural.
Evaluate
(teacher, class)
• Assess each student’s My Plant p. 16 for completeness
and accuracy.
• Talk about your classroom garden mural. What do
you like about it?
9
10
TEACHING
PARTS
OF
Additional Resources
WEBSITES
Flower Crafts
http://www.enchantedlearning.com/crafts
/flowers/
This Enchanted Learning page offers various
flower craft ideas, flower poems and worksheets.
The Great Plant Escape
http://www.urbanext.uiuc.edu/gpe/index.html
A cartoon detective and his two plant helpers
work to solve cases involving plant life. Students
learn about the parts of plants and their
functions, soil, plant growth, plant reproduction,
bulbs, and how to care for plants.
My Dad’s Vegetable Garden—The Parts of the Plant We
Eat
http://www.jmu.edu/biology/k12/garden
/parts.htm
This site explores the different plant parts we eat,
complete with color photographs.
Plant Parts Diagram
http://its.guilford.k12.nc.us/webquests
/plantquest/parts.htm
This printable plant diagram can be used to quiz
students on the six basic parts of plants: seed,
root, stem, leaf, flower, and fruit.
Plant Parts Salad
http://www.hhmi.org/coolscience/vegquiz
/index.html
On this site, students match parts of plants with
pictures of edible vegetables to make a virtual
salad. Students are encouraged to make a real
salad to enjoy.
BOOKS
Ehlert, Lois. Growing Vegetable Soup. San Diego:
Harcourt, 1990.
A boy and his father grow a variety of vegetables,
which they later make into a soup.
Ehlert, Lois. Planting a Rainbow. San Diego: Harcourt,
1992.
This picture book tells a story while teaching
students about how to plant and care for seeds
and plants.
PLANTS
Heller, Ruth. The Reason for a Flower. New York:
Putnam Juvenile, 1999.
This picture book explains the function of
flowers. It includes flowers that may not seem
like flowers, and it introduces young readers to
new vocabulary.
Hickman, Pamela. A Seed Grows: My First Look at a
Plant’s Life Cycle. Toronto: Kids Can Press,
Limited, 1997.
Sam plants seeds and grows a watermelon, as well
as a variety of vegetables. Readers can see how
the seeds sprout, how bees pollinate the flowers,
and more.
Jordan, Helene J. How a Seed Grows. New York:
HarperCollins Children’s Books, 1992.
This book demonstrates how a seed grows into a
plant.
Maestro, Betsy C. Why Do Leaves Change Color? New
York: HarperCollins Children’s Books, 1994.
This picture book explains why leaves are green
and why they change color and fall off trees.
Clear explanations make the life cycle of leaves
understandable for young students. Activity
suggestions included.
Marzollo, Jean. I Am a Leaf. New York: Scholastic,
1999.
This book teaches young readers all about leaves,
from sprouting to how they receive nourishment.
Mitchell, Melanie S. Beans. Minneapolis: Lerner
Publishing Group, 2003.
This book details the life cycle of a bean plant
from seed to full grown plant, with color photos,
glossary, index and diagrams.
Posada, Mia. Dandelions: Stars in the Grass.
Minneapolis: Lerner Publishing Group, 2000.
This picture book tells the story of the life cycle
of a dandelion.
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11
Reading Lesson Checklist
Reading Lesson Checklist
Teaching Parts of Plants
Name ____________________________
Teaching Parts of Plants
Directions: Draw the steps of the plant life cycle in the boxes. Label the steps First, Next, Then, and
Last.
Flow Chart
12
13
How Tall?
Name ____________________________________________________________________
Plant ____________________________________________(Record plant letter here)
Directions: Measure how tall your plant is. Use a ruler that shows inches.
Record the height of your plant each week.
Week 1
My plant is ___________ inches tall.
Week 2
My plant is ___________ inches tall.
Week 3
My plant is ___________ inches tall.
Week 4
My plant is ___________ inches tall.
Week 5
My plant is ___________ inches tall.
My plant grew the most during week ______________ .
Teaching Parts of Plants
14
Kinds of Leaves
Name ___________________________________
Directions: Sort your leaves into four groups. The leaves in each group
should be alike.
Teaching Parts of Plants
15
Seeds Inside
Name ___________________________________
Directions: Draw the fruits you learned about below. Next to each fruit,
draw or glue its seeds. How are the seeds alike? How are they different?
Fruit
Seeds
Teaching Parts of Plants
16
My Plant
Name ___________________________________
Directions: Draw your plant in the box.
Directions: Fill in the blanks in the sentences below.
1. My plant has ____________ stem.
2. My plant has ____________ leaves.
3. My plant has ____________ flowers.
4. My flower has ____________ petals.
Teaching Parts of Plants