Download Plant A Life I - 3.LS.123A

3rd Grade Science Unit:
Plant A Life ~Structure and Function
Unit Snapshot
Topic: Behavior, Growth, and Changes
Duration:
Grade Level: 3
Thirty- 30 minute sessions
Summary
The following activities allow students to learn about plants - their traits, their
adaptations, and their life cycles – through observation and exploration.
CLEAR LEARNING TARGETS
“I can”…statements
____ observe and explore various structures of plants and their functions.
____ record my observations to share with my peers.
____ design explorations to test the behaviors of plant structures.
Activity Highlights and Suggested Timeframe
Days 1-2
Engagement: The students will explore the parts and the functions of seeds through
dissection and observation.
Days 3-8
Exploration/Explanation: The students will explore the plant structures/features and
their functions through observations and investigations. The teachers will provide
the scientific concepts and vocabulary through literature, videos, websites, and
other resources. The students will record and explain their findings in a journal.
Day 9
Elaboration: The students will generate questions and ideas for testing plant
structures and functions in future explorations (during the 5E Plant a Life ~ Life Cycle
unit).
Day 10
and on-going
Evaluation: A teacher-created short cycle assessment will be administered at the
end of the unit to assess all learning outcomes. Intervention and/or extension will
be implemented based on the results of the short-cycle assessment.
Day 11
Extension/Intervention: Based on the short-cycle assessment, facilitate extension
and intervention activities. These activities can be implemented throughout the
Plant A Life ~ Life Cycles and Behaviors Unit (as seeds are growing) according to
student need.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
1
LESSON PLANS
NEW LEARNING STANDARDS:
3.LS.2 Individuals of the same kind differ in their traits and sometimes the differences give
individuals an advantage in surviving and reproducing.
Organisms have different structures and behaviors that serve different functions. Some plants have leaves,
stems and roots; each part serves a different function for the plant. Some animals have wings, feathers,
beaks; each part serves a different function for the animals. The observation of body parts should be limited
to gross morphology and not microscopic or chemical features. Comparison across species is not
appropriate at this grade level; only observation of variation within the same species is expected. This
content statement can be combined with the observation of the life cycles of organisms and/or the
observation of the similarity between offspring and parents.
There may be variations in the traits that are passed down that increase the ability of organisms to thrive and
reproduce. Some variations in traits that are passed down may reduce the ability of organisms to survive and
reproduce. Some variations in traits that are passed down may have no appreciable effect on the ability of
organisms to survive and reproduce. Variations in physical features among animals and plants can help
them survive in different environmental conditions. Variations in color, size, weight, etc., can be observed as
the organism develops.
Plants and animals that survive and reproduce pass successful features on to future generations. Some
grade-appropriate organisms to study are plants (e.g., radishes, beans) and insects (e.g., butterflies, moths,
beetles, brine shrimp). Comparisons can be made in nature or virtually. Venn diagrams can be used to
illustrate the similarities and differences between individuals of the same type
SCIENTIFIC INQUIRY and APPLICATION PRACTICES:
During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate
laboratory safety techniques to construct their knowledge and understanding in all science content areas:
Asking questions (for science) and defining problems (for engineering) that guide scientific
investigations
Developing descriptions, models, explanations and predictions.
Planning and carrying out investigations
Constructing explanations (for science) and designing solutions (for engineering)that conclude
scientific investigations
Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and
interpret data
Engaging in argument from evidence
Obtaining, evaluating, and communicating scientific procedures and explanations
*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12
Science Education Scientific and Engineering Practices
ELA COMMON CORE STATE STANDARDS
**See attached pages detailing the Common Core ELA Standards present in this unit.
*For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
2
MATERIALS:
VOCABULARY:
Engage
Bean seeds (kidney beans and large lima
beans work well) – dry beans can be
purchased inexpensively at a grocery store
Water
Magnifying lens
Primary
Appearance
Behaviors
Function
Observation
Organisms
Structures
Survival
Traits
Explore/Explain
Water
Carrots
Celery and/or White Carnations
Broad-Leaf Plant(s)
Food Coloring
Cups or Containers
Plastic Baggies
Student Data Sheets
Green Leaves
Flowers (optional)
Student Structures and Functions of Plants
Journals
Paper
Writing Utensils (crayons, markers, colored
pencils)
Secondary
(The students do not need to learn these words.
However, they may be exposed to them while
exploring the structures of plants.)
Cotyledon
Embryo
Seed Coat
Elaborate
Chart Paper
Writing Materials
STUDENT KNOWLEDGE:
Prior Concepts
PreK-2: Similarities and differences exist among individuals of the same kinds of plants and animals.
Living things have physical traits and behaviors that influence their survival.
Plants and animals have variations in their physical traits that enable them to survive in a particular
environment. Some organisms exhibit seasonal behaviors that enable them to survive environmental
conditions and changes.
Future Application of Concepts
Grades 4-5: Changes in the environment may benefit some organisms and be a detriment to other
organisms.
Organisms perform a variety of roles in an ecosystem.
Grades 6-8: These observations will build to a description and understanding of the biological mechanisms
involved in ensuring that offspring resemble their parents. Cell Theory will be introduced which will explore
how cells come from pre-existing cells and new cells will have the genetic information of the old cells. The
details of reproduction will be outlined.
The reproduction of organisms will explain how traits are transferred from one generation to the next.
The structure and organization of organisms and the necessity of reproduction for the continuation of the
species will be detailed.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
3
SAFETY
ADVANCED
PREPARATION
ENGAGE
(2 Days)
(What will draw students into the
learning? How will you determine
what your students already now
about the topic? What can be
done at this point to identify and
address misconceptions? Where
can connections be made to the
real world?)
Although many of the seeds/plants may be edible, explain to the
students that we will not eat during our science lessons. The edible
plants may have been handled by many people and may not be
clean. Allergies may also be a factor.
In some explorations, stems and roots need to be cut in order to
observe the veins inside. Only the teacher is allowed to use a sharp knife
to cut – and this should be done at an appropriate distance from the
students. The students may use a plastic knife to cut the celery under
teacher guidance. Remind them of the safety procedures of cutting (ie.
keep other body parts away from the knife, cut with the sharp end
away from you).
Collect various materials needed for each lesson.
Make a copy of the Structures and Functions of Plants Journal for each
student.
Objective: The students will explore the parts and the functions of seeds through
dissection and observation. They will record their findings in a
journal.
What is the teacher doing?
What are the students doing?
Seeds, Inside and Out
See “Seeds, Inside and Out Teacher Page.”
Provide the materials for the
students (beans, paper plate
or paper towel for each
student, magnifying lenses,
possibly tweezers).
Facilitate the observation of
the beans, asking students
probing questions as they
dissect the beans.
Seeds, Inside and Out
1. The students will use magnifying
lenses to observe a dry bean.
They will record their
observations in the Plant
Structures and Functions Journal.
2. Explore and observe the bean
seed that has been soaked in
water.
3. Record observations on the seed
observation section of the lab
sheet.
4. Discuss observations with a
partner or students in a group.
Share some observations.
http://urbanext.illinois.edu/gpe/cas
e3/index.html - link to a site with
seed information in a very studentfriendly format
Objective: The students will explore plant structures/features and their functions
through observations and investigations. They will record and explain their
findings in a journal.
EXPLORE
(6 Days)
(How will the concept be
developed? How is this relevant
to students’ lives? What can be
done at this point to identify and
address misconceptions?)
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
What is the teacher doing?
What are the students doing?
Roots - 1 day and 1 follow-up day
Stems/Veins - 2 days
Leaves - 1 day and ongoing
Flowers - 1 day
Roots - 1 day and 1 follow-up day
Stems/Veins - 2 days
Leaves - 1 day and ongoing
Flowers - 1 day
Background information for teachers
on the parts and functions of plants:
http://www.dummies.com/howto/content/plant-biology-rootsshoots-stems-and-leaves.html -
The students will explore the structure
and functions of plants.
1. The students will use their senses
to explore the different
structures/parts of a plant.
4
See Teacher Page.
Provide the materials for the
students for each
exploration.
Facilitate the observation of
the plant structures, asking
students probing questions as
they observe their results.
Magnifying lenses should be
used to observe more closely.
2. They will follow teacher
directions (see Teacher Page) for
setting up the exploration and
observing the results. They will
share their findings with their
classmates.
3. Students will record their findings
and observations in their science
journals.
Objective: The students will learn about the structures and functions of plants
through observation, literature, videos, and online sites. The students will record
their observations from the Explore activities in their science journals.
What is the teacher doing?
EXPLAIN
(1-30 minute class)
(What products could the
students develop and share?
How will students share what they
have learned? What can be
done at this point to identify and
address misconceptions?)
The teacher will share literature,
websites, and videos related to
plant structures during the
Explore activities. The information
gained by these sources, as well
as student observations, will be
recorded in the Structures and
Functions of Plants Journal.
This information will also be used
to create a foldable plant
diagram.
See “Explain – Foldable Plant
Diagram - Teacher Page.”
What are the students doing?
1. As the students participate in the
Explore lessons, they will record
their observations and findings in
their Structures and Functions of
Plants Journal. They will share
their journal pages with their
classmates.
2. The students will create a Plant
Foldable diagram page,
labeling the structures and
functions of a plant.
Objective: The students will use their knowledge of plants to generate questions
and ideas for testing plant structures and functions in future
explorations (during the 5E Plant a Life ~ Life Cycle Unit).
What is the teacher doing?
ELABORATE
(1 Day)
(How will the new knowledge be
reinforced, transferred to new
and unique situations, or
integrated with related
concepts?)
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Explain to the students that
they will plant seeds in their
next group of lessons.
Discuss how scientists will
often change a part, or
variable, of an investigation
to see what affect it will
have.
Have the students brainstorm
multiple variables they could
change/test while growing
plants (ie. light, temperature,
amount of water, etc.).
List the ideas/suggestions on
a chart in the room.
What are the students doing?
1. The students will work with a
partner to brainstorm variables
that could be tested while
planting and growing seeds.
2. The partners will choose a
variable to share with the class.
The teachers will list these
variables on chart paper for
future use in the Plant A Life ~
Life Cycles and Behaviors
Elaborate lesson.
5
Objective: The students will demonstrate their understanding of the standards
through discussion, participation in explorations, lab results, plant
structure journals, plant diagrams, exit tickets, and other
assessments.
Formative
How will you measure learning as it occurs?
EVALUATE
(What opportunities will students
have to express their thinking?
When will students reflect on
what they have learned? How
will you measure learning as it
occurs? What evidence of
student learning will you be
looking for and/or collecting?)
COMMON
MISCONCEPTIONS
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
1. As they facilitate the lessons,
teachers will need to
observe student
participation in all aspects of
the lessons. Asking both
lower and higher-order
questions will gauge the
amount of information the
students are learning. The
teachers should review
student journals to check for
misconceptions and
understandings.
2. A checklist template is
available at the end of this
unit. Teachers can list
concepts/learning targets to
record individual
understandings and
misconceptions.
3. Exit tickets can be used by
having the students write
about concepts they have
learned (or answer a
question posed by the
teacher) after the day’s
lesson. There are samples of
exit tickets at the end of this
unit.
4. The Foldable Plant Diagram
can be used as an
assessment (as mentioned in
the Explain section).
Summative
What evidence of learning will demonstrate to you
that a student has met the learning objectives?
1. The teacher will analyze the
students’ recorded observations
from the Exploration/Evaluation
lessons. Although the exit tickets
and Foldable Plant Diagram can
be used as formative
evaluations, the teacher can still
take a summative grade from
the results.
2. Consider developing a teachercreated short-cycle assessment
to assess all learning targets.
Students may not understand that each type of plant creates a unique
seed. Only the seeds from a certain plant will grow into that specific
plant.
The same types of plants will always grow at the same rates.
Seeds must have light to germinate.
Plants must be watered every day in order to grow.
Individual organisms can choose the traits they want to pass on to their
offspring.
The details of life cycles are the same for all organisms.
Students may not understand that plants have behavioral traits that
allow them to survive (ie. growing towards the sun).
6
Strategies to address misconceptions:
1. Many misconceptions will be addressed by simply observing seeds and
plants as they go through their life cycles. The students will also learn
more about plant needs as they care for them in the classroom (or
observe outside).
2. Resources found in the list below can also be used to address
misconceptions. Books, videos, and websites can be introduced to
students to clarify facts about plant traits and life cycles.
3. The Annenberg Media series Essential Science for Teachers can be used
to provide greater detail on life cycles within the elementary curriculum
and misconceptions students may have about various traits.
EXTENSION
1. Take a field trip to the Franklin Park
Conservatory. Visit the website at
www.fpconservatory.org. The
conservatory is filled with plants from
around the world. There are school
programs available, as well as the
Blooms and Butterflies exhibit which
begins in March and runs into June.
Extension/
Intervention
2. The Columbus Metroparks –
www.metroparks.net – has plant and
animal programs at the various park
locations. They can also bring
programs to schools, free of charge.
Visit the website, and click on the
Education link. Program titles include:
Plant Science, Animal Adaptations,
Ohio Animals/Wildlife, and Monarch
Butterflies.
INTERVENTION
1. The Resources section below lists
books, videos, and websites that can
be used to introduce or review the life
science concepts to all learners. Some
of the resources may be especially
helpful to students who are having
difficulty understanding the concepts.
2. This video provides basic
information on the structures and
functions of plants:
http://www.youtube.com/watch?v=v
ZUbKzkC-5w.
3. Get involved with Veggie U. This
Ohio-based program provides
students and teachers with lesson
plans, information, and materials to
grow their own vegetables in the
classroom. It is at a cost, but Veggie U
connects with grants and fundraisers
to help classrooms receive their
program. You can find more
information at
http://www.veggieu.org.
DIFFERENTIATION
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Lower-Level: Students who struggle to work independently can be partnered
with another student who can help support his/her learning. If there
are a large number of students who need support during these
lessons, the lessons can be completed with the help of uppergrade “buddy” classes. There is also a variety of plant literature at
all reading levels to accommodate those students reading below
grade level. Some activities can also be conducted as a whole
class if students are unable to work independently.
7
Higher-Level: The students can conduct the same exploration activities on
different types of plants and record their observations. There are
further books and websites listed in the unit’s Resources section. The
students may write a report, create a PowerPoint presentation, or
dramatize an infomercial about a plant’s structures and functions.
Strategies for meeting the needs of all learners including gifted students, English
Language Learners (ELL) and students with disabilities can be found at the
following sites:
ELL Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload
.aspx?DocumentID=105521
Gifted Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload
.aspx?DocumentID=105522
Students with Disabilities:
http://www.education.ohio.gov/GD/DocumentManagement/DocumentDown
load.aspx?DocumentID=105523
Textbook Resources:
Harcourt School Publishers, 4th Grade, Ohio Edition, 2006. (Gray Eolf
Cover)
Classroom Portals
Sessions 3 and 4 of the Annenberg Media series Essential Science for
Teachers: Life Science provide information about how children can
learn about the life cycles of animals and offer classroom footage to
illustrate implementation at
http://www.learner.org/resources/series179.html.
ADDITIONAL
RESOURCES
Websites:
http://www.brainpopjr.com/science/plants/plantlifecycle/grownups.we
ml - contains background info on growing plants as well as activities to
do in the classroom and at home
http://www.brainpopjr.com/science/plants/partsofaplant/grownups.we
ml - contains background info on plant parts as well as activities to do in
the classroom and at home
http://exchange.smarttech.com/details.html?id=84d474af-7452-4b09a653-13c493e9e810 –Smart Exchange pages on the life cycle of a plant
http://www.co.brown.wi.us/i_brown/d/uw_extension/plant_parts_6-222010.pdf - hands-on lesson ideas for learning about plant parts
http://studyjams.scholastic.com/studyjams/jams/science/index.htm various videos and slide shows about plant life
http://www.watchknowlearn.org/Video.aspx?VideoID=17554&Categor
yID=2307 –short slideshow with both plant and animal adaptations;
could be used as a quick review
Discovery Ed:
How Plants Grow (all segments)
The World of Plants: The Structure of
Plants (Segments 1-4)
The Basics of Biology: The Kingdom of
Plants (Segments 6 – 8)
Plant Parts and Their Uses
The Magic School Bus Goes to Seed
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
8
Literature:
There are many informative books about plants at various reading levels. This
literature can be found in J580 - 583 section of the library. The following are
some examples of books that can supplement the life science lessons
concerning plant traits and life cycles.
Learning About Plants (Learning Playground), 2012. World Book, Inc.:
Chicago, IL.
Burnie, D., Plant, 1989. Alfred A. Knopf: New York, NY.
Carle, E., The Tiny Seed, 1987. Scholastic, Inc.: New York, NY.
Ganeri, A., Plant Life Cycles (Nature’s Patterns), 2005. Heinemann
Library: Chicago, IL.- short readings about the various parts and some
behaviors of plants. Could be used for quick reads in the exploration
lessons.
Gibbons, G., From Seed to Plant, 1991. Holiday House: New York.
Goodman, E., Plant Secrets, 2009. Charlesbridge: Watertown, MA.
Heller, R., The Reason For A Flower, 1983. Grosset & Dunlap: New York,
NY.
Jordan, H. J., How a Seed Grows, 1992. Harper Collins Publishers: New
York: NY.
Lauber, P., Be A Friend To Trees, 1994. HarperCollins Publishers: New York,
NY.
Lawrence, E., What Lily Gets from Bee: and other Pollination Facts, 2013.
Bearport Publishing: New York, NY.
Morgan, S., Plant Life Cycles (Earth Cycles), 2012. Smart Apple Media:
Mankato, MN.
Oxlade, C., Flowering Plants (Step-by-Step Science), 1998. Children’s
Press. Danbury, CT.
Peterson, C., Plants Need Sunlight, 2009. Cherry Lake Publishing: Ann
Arbor, MI.
Posada, M., Dandelions: Stars in the Grass, 2000. Carolrhoda Books:
Minneapolis, MN.
Rene, E., Investigating Why Leaves Change Their Color (Science
Detectives), 2009. Rosen Publishing Group: New York, NY.
Rosenberg, P., What Is A Plant? (21st Century Junior Library), 2009. Cherry
Lake Publishing: Ann Arbor, MI.
Ross, M. E., Life Cycles, 2001. The Millbrook Press, Inc.: Brookfield, CT.
Taylor, H., Plants Feed on Sunlight and Other Facts About How Things
Grow (You’d Never Believe It But . . .), 1998. Copper Beech Books:
Brookfield, CT.
Book series about plant parts:
Blackaby, S. (2003, Picture Window Books: Minneapolis, MN) contains
the separate titles:
o Buds and Blossoms: A Book About Flowers
o Catching Sunlight: A Book About Leaves
o Plant Packages: A Book About Seeds
o Plant Plumbing: A Book About Roots and Stems
o An easy-reading series about plants parts, written by Vijaya Khisty
Bodach (2007. Capstone Press: Mankato, MN) contains the separate
titles: Flowers, Fruits, Leaves, Roots, Seeds, Stems.
Books with ideas for plant lessons and explorations:
Benbow, A. and Mably, C., Lively Plant Science Projects, 2009. Enslow
Publishers, Inc.: Berkeley Heights, NJ.
Duke, S., Step-by-Step Experiments with Plants, 2012. The Child’s World:
Mankato, MN.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
9
Marsico, K., Step-by-Step Experiments with Life Cycles, 2012. The Child’s
World: Mankato, MN.
Reilly, K. M., Explore Life Cycles!, 2011. Nomad Press: Chicago, IL.
Taylor-Butler, C., Experiments with Plants (A True Book), 2012. Children’s
Press: New York, NY.
Whitehouse, P., Plants (Science Fair Projects),2008. Heinemann Library:
Chicago, IL.
Books for higher-level learning:
Davis, B. J., How Do Plants Get Food?, 2010. Chelsea Clubhouse: New
York, NY.
Hicks, T. A., Why Do Leaves Change Color?, 2011. Marshall Cavendish
Benchmark: New York, NY.
Hirsch, R., The Life Cycles of Plants (Language Arts Explorer), 2011. Cherry
Lake Publishing: Ann Arbor, MI.
Books for struggling learners/readers:
Godwin, S., From Little Acorns . . . A First Look at the Life Cycle of a Tree,
2001. Picture Window Books: Minneapolis, MN.
Kottke, J., From Seed To Dandelion, 2000. Children’s Press: Danbury, CT.
Lundgren, J. K., Plant Life Cycles (My Science Library), 2012. Rourke
Publishing LLC: Vero Beach, FL.
Saunders-Smith, G., Sunflowers, 1998. Capstone Press: Mankato, MN.
Wade, M. D., Plants Grow!, 2009. Enslow Publishers, Inc.: Berkeley
Heights, NJ.
Weiss, E., From Seed To Dandelion, 2008. Children’s Press: Danbury, CT.
Whitehouse, P., Seeds (Plants), 2002. Heinemann Library: Chicago, IL.
Movies:
Life Science. Rock ‘N Learn, Inc., P.O. Box 3595, Conroe, TX 77305 – this
video has segments that match the standards: Plant Parts, Butterfly Life
Cycle, Animal Characteristics, Genetic Adaptations
Plant Life for Children: All About Plant Structure & Growth, 2000, 2006.
Schlessinger Media: P.O. Box 580, Wynnewood, PA 19096.
Flowers (Bill Nye the Science Guy). Disney Education Productions. 1200
Thorndale Ave. Elk Grove Village, Illinois 60007.
Plants (Bill Nye the Science Guy). Disney Education Productions. 1200
Thorndale Ave. Elk Grove Village, Illinois 60007.
The Magic Schoolbus Goes to Seed: Growing Places with Plants.
Scholastic Inc.
The Science of Plants (Discovery School Science). Discovery
Communications, Inc.: Silver Spring, MD 20910. – three 20-minute videos;
The Life Cycle Generation P covers many life cycle standards. Nature’s
Neighbors demonstrates behavior adaptations.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
10
Engage – Seeds, Inside and Out – Teacher Page
Seed information links:
http://www2.yk.psu.edu/~sg3/ist311/games/team3/
http://urbanext.illinois.edu/gpe/case3/index.html - excellent website for students
1. Distribute a dry bean to each student. Discuss: What is this? What uses does it have? (At this point, do
not tell the students that it is a seed. Allow them to explore it without reservations.) Have the students
examine the bean using a hand lens. Have the students record their observations on the seed
observation section of the lab sheet. Have the students discuss their observations with their partner. Ask
the students to share some of their observations.
2. Distribute a bean (same type as the dry bean) that has been soaked in water for a few hours. Compare
it to the dry bean seed. What changes in the bean do you notice after it has been soaked in water?
(The bean seed should have expanded and the seed coat should be wrinkled.)
3. Have the students explore the bean seeds more closely. Hopefully they will peel off the seed coat and
separate the two parts on their own. This will allow them to discover the embryo inside of the seed. If
certain students discover the embryo (while others haven’t), have them share their findings with their
peers. Multiple seeds should be available so the students can observe another seed if they break their
seed embryos.
4. Discuss the parts of the seed after the students have had adequate time to explore and find the
embryos. Now is time for a mini Explain session. Seed coat: How is this coat like your skin or a coat? Have
the students peel off the seed coat if they have yet to do so. Embryo: If the students have not found an
embryo (immature plant), have them open the bean seeds by carefully separating the 2 parts. Observe
the embryo plant inside. What does the embryo resemble? (a parent bean plant) Cotyledon: the
embryotic first leaves of a plant; may contain some of the food source. Have the students record their
observations in the journal.
5. Have the students record their observations in the Structures and Functions of a Plant Journal.
6. Discuss and have students label the seed parts and their functions. The teacher may provide
background information as necessary.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
11
Explore – Plant Structures and Functions – Teacher Page
The following lessons can be included to allow students to observe the structures and functions of plants. It is
important to note that these structures and functions are physical characteristics that improve a plant’s ability
to survive in their environment.
http://www.youtube.com/watch?v=xO8hrqDuMmY – 7-minute video about plant parts
http://www.dummies.com/how-to/content/plant-biology-roots-shoots-stems-and-leaves.html - background
information for teachers on the parts and functions of plants
http://urbanext.illinois.edu/gpe/case1/index.html - information on plant parts in a student-friendly format. This
site:
 contains vocabulary that students do not need to learn, but can be used as an extension.
 also contains information on plant life cycles and growth that can be used in the Plant A Life! ~ Life
Cycles and Behaviors 5E unit.
Roots (1 day and follow-up)
These websites contains explorations that explore the carrot as the root of the plant:
http://www.carrotmuseum.co.uk/experiment.html
http://www.reachoutmichigan.org/funexperiments/quick/carrotrootfun.html
1. The teacher will provide the (groups of) students with the carrots, long containers, water, and food
coloring.
2. A small group of students (or partners) will help fill a long, preferably clear container (such as a plastic
cup or beaker) with water. They will add red or blue food coloring to the water.
3. The students will place the carrot in the long container of water. Have them cut the stem and leaves off
of the top of their carrot. Predict what will happen to the carrot. Record the predictions in a
journal/record sheet and share them with classmates.
4. The containers with the carrots will be placed in a secure location.
5. After a few days (or possibly a week), provide the students with their carrots and the materials needed
to observe them (ie. paper towels, magnifying lenses).
6. What do you observe about your carrots? Do you notice anything growing from the carrot?
(The carrot is the taproot of the plant. Some plants and trees grown large taproots and smaller roots
branch out from the taproot.) How would a plant benefit from having many smaller roots branching
out? (When the roots spread out, they are able to reach more spots to collect water.)
7. The students can place their carrots onto a paper towel/plate or science tray. The teacher will cut the
carrots into smaller pieces, preferably one piece per student. The teachers can also cut the carrots into
cross-sections to observe all parts of the carrot root. Use a magnifying lens to observe the carrot. What
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do you notice about the inside of the root? How do you think this helps the carrot plant? (The students
should see that the colored water was absorbed into the carrot/root. This is how plants receive the
water needed for their survival.)
8. The students may also find that the top of the carrot is growing a new sprout. Since the carrot is the root
of the plant, a new plant will sprout from the root when it receives water
9. Students will record their findings and observations in their science journals.
10. Note that roots have another important function – they hold a plant in the ground and keep it stable
and secure. Why is this important for the plant’s survival?
Stems and Veins (2 days)
1. Provide each student with a pre-cut stalk of celery (bottoms cut off with leaves still attached at top)
and a magnifying lens. Allow students time to observe their stalk of celery.
2. Pass out the cups and water source (or if working in groups, a table/group manager can do this) to the
small groups/partners. Have the students write their names on the cup. Help them add the water and a
few drops of red or blue food coloring to each cup. The students will place the celery stalks in the water
and predict what will happen to it over time.
3. After students write their predictions, place the cups of water/celery in a location where it will not be
disturbed. If there is enough time and space, allow the students to check on the progress periodically.
The next day – distribute the cups/celery to the students and allow them to closely observe with
magnifying lenses. What do you observe about your celery? Why/how did the leaves change color?
4. The students can place their stalks of celery onto a paper towel/plate or science tray. Use a magnifying
lens to observe the celery. Students can use a dull plastic knife to cut the celery to explore different
parts. They may also separate the celery with their fingers. Remind the students of the safety rules when
working with knives, even plastic ones.
5. Ask the students if they know how nutrients are carried through their bodies. Explain that once their
stomach digests the food, their veins carry nutrients within the blood throughout the body. Have the
students look at their own veins in their hands and wrists.
6. How do you think plants carry water and nutrients throughout their bodies to help them survive? Do you
see the veins of the celery? Have the students peel the veins from the celery for observation if they have
not done so already. Why did they turn red/blue? How does this help the celery plant? Do you see the
veins in the leaves? The students can remove the veins from the celery to observe them more closely.
7. Encourage students to record their observations and findings in their journals.
8. This exploration can also be performed with white carnations, though the veins are much easier to see
and manipulate in a celery stalk. A carnation can be placed in colored water as an extension to
demonstrate the use of veins in other plants as well.
9. Optional: accept student inquiries and provide time and materials (if possible) if they would like to
repeat the exploration with other plants and liquids.
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Leaves (1 and ongoing)
Leaf Behaviors
1. Teacher asks: What do you know about leaves? How do they help a plant survive? Discuss that leaves
are responsible for the food production in plants. Their green pigment absorbs the sunlight and
combines it with the water and carbon dioxide to create sugar. (The students do not need to know the
full process of photosynthesis, only as it relates to the leaf’s function of making food for the plant.)
Leaves release oxygen and even excess water through a process called transpiration.
2. This exploration can be conducted with a classroom plant, an outdoor plant, or a bean plant grown in
the Plant A Life ~ Life Cycles unit.
3. Facilitate the observation process by having students work in small groups – or – this can be conducted
as a group observation.
Test the effect that light has on a leaf
Test the ability of leaves to transpire
(release excess water)
Use pieces of black paper (and tape) to completely
cover the leaf of a plant.
What do you think will happen to the leaf? To the plant?
Students record their predictions on a data sheet.
Secure a baggie over another leaf, or over many leaves
of the plant. Make sure the plant is well (but not over)
watered and place it in the sunlight if possible.
What do you think will happen to the leaf? To the plant?
Students record their predictions on a data sheet.
4. Remove the black paper after a week to observe the leaf. Closely observe the leaf within the baggie
(the transpiration can be observed in one day if it receives enough sunlight). Record your findings on
the data sheet. What is happening to the leaves? What changes do you observe? How might this affect
the plant?
5. Encourage the students to observe the leaves closely and note any changes they find.
6. Have the students record their final observation. What happened to the leaves during our observation
time? Why do you think this happened? Did this affect the plant? In what ways?
7. If no change has occurred, recover the leaves for future observation.
Background Information on transpiration:
http://ga.water.usgs.gov/edu/watercycletranspiration.html
http://www.youtube.com/watch?v=U4rzLhz4HHk – video (1st 2 minutes show transpiration)
http://www.youtube.com/watch?v=sIgYiTj42_E – 42-second video on transpiration
Leaf Rubbings
Leaves contain veins to carry nutrients and green pigment (chlorophyll) to absorb sunlight. This allows the
leaves to make food for the plant.
1. Have a green leaf available for each student - or - take them outside to collect a leaf. The leaves may
be losing their chlorophyll in the fall – try to find leaves with at least some green pigment. If the students
find many red, yellow, and orange leaves, it could lead to a discussion of how the plants go dormant
(rest) during the winter and do not need energy for growing. Therefore, the leaves are not needed to
make food. The leaves lose their chlorophyll, the leaves’ true colors now show through, and then the
leaves fall to decay and make new soil.
2. The students can look closely at the leaf, observing its physical characteristics with a magnifying lens.
Note the veins traveling throughout the leaf.
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3. Have the students do a leaf rubbing – placing the leaf under a piece of paper and coloring over it with
a crayon (the side of a peeled crayon works especially well). The veins will be very prominent.
4. The students can rub the leaf with the edge of a coin (or similar object) on top of a piece of paper. Why
is the paper turning green? The green pigment will rub off onto the paper. This is the chlorophyll that
collects light for the plant.
Flowers (1 day)
The students do not need to know the parts of a flower. However, they should understand that the flower is the
part of the plant that reproduces to make seeds for new plants.
1. Watch Bill Nye the Science Guy video Flowers. This can be found online on YouTube:
http://www.youtube.com/watch?v=OpzvKdmAoI0
2. If desired, the students can “dissect” a flower. Flowers can be found outside (ones that can be cut!) or
purchased at a grocery store or flower shop. Once again, the students do not need to identify the parts
but they can become more familiar with flower buy looking closely at it. Flowers could be observed
closely outside as well, even without being cut. If it is fall, the flowers may contain seeds. The students
can dissect the flowers before watching the Bill Nye video, thus exploring before receiving the
explanation.
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_____________________________’s
Structures and Functions
Of
Plants
Journal
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Explore a dry bean. Describe your bean:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
My diagrams:
Dry Bean
Bean Soaked in Water
Explore a bean that has been soaked in water. Describe your bean:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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Continue to explore the soaked bean. Draw a diagram of the physical changes and write
about your observations.
_________________________________________________________________________________________
_______________________________________________________________________________________
________________________________________________________________________________________
What else did you learn about seeds?
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We soaked a carrot in colored water for _____________ days.
My carrot observations:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
My diagram:
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We will soak celery in colored water overnight.
I predict
_____________________________________________________________________________
_____________________________________________________________________________
My celery observation after it was soaked overnight:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
My diagram:
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What else did you learn about roots?
What else did you learn about stems?
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This is my observation of a leaf:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
This is my leaf rubbing/diagram:
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My diagram:
We covered leaves on our plant.
Here are my observations:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
We covered the leaves of
our plant with a baggie.
Here are my observations:
My diagram:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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This is my observation of a flower and its structures:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
This is my diagram of a flower and its structures:
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What else did you learn about leaves?
What else did you learn about flowers?
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Explain – Foldable Plant Diagram – Teacher Page
1. The students should be familiar with the structures of a plant - roots, stem, leaves, and flowers – through
Exploration activities and the sharing of various resources.
2. The students will demonstrate their knowledge of plant structures by creating a Foldable Plant Diagram.
An example is provided on the pages below and can be found on the website:
http://theinspiredclassroom.blogspot.ca/2011/08/plant-parts-and-their-jobs-science.html
1) Have the students fold a piece of drawing paper in half, vertically (hotdog style).
2) Section the paper into 4 parts, drawing lines to separate the parts (students can cut the parts
later as it will be easier to draw on an uncut sheet).
3) Have the students draw a part of a plant in each section, beginning with a flower on the top,
the leaves below, the stem continuing down, and the roots at the bottom. Once the drawing is
complete, the students should cut the sections apart (just the front part of the fold, the back of
the folded paper stays intact).
4) The students will write information about each part of the plant and its functions on the back of
the fold.
5) The teacher can collect the papers to assess student understanding of plant structures and
functions. They can then be handed out in the next days so students can share, compare, and
add information in the class.
The students may include the following in their writing: (answers may vary)
Flowers – the part of the flower responsible for reproduction, makes and holds the seeds, colorful to
attract insects and birds, provides food (nectar) for some insects and birds
Leaves – make food for the plant (combines water, carbon dioxide, and light), absorbs light in order to
make food for the plant
Stem – transports water and nutrients throughout the plant
Roots – absorbs the water and nutrients from the soil, transports the water to the stem of the plant
This activity can also be completed during the Plant A Life ~ Life Cycles and Behaviors unit on days when bean
plant observations are not taking place.
A sample rubric is shown below. Teachers can create their own rubric to meet the needs of their class.
Includes more than 2 correct functions for each 4 parts
4
of the plant; demonstrates extended insight and
understanding
Includes at least 1-2 correct functions for each 4 parts
3
of the plant; demonstrates true understanding of these
functions
Includes at least 1 correct function for 3 parts of the
2
plant; or includes 1 function for all 4 parts of a plant;
demonstrates partial understanding
Includes at least 2 correct functions for 1 part of the
1
plant; or 1 function for 2 parts of a plant; demonstrates
minimal understanding
0
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Includes 0 correct functions for each part of the
plant; demonstrates little to no understanding
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.
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Common Core ELA Reading: Informational Text found in this unit
Key Ideas and Details
CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
CCSS.ELA-Literacy.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and
cause/effect.
Craft and Structure
CCSS.ELA-Literacy.RI.3.4 Determine the meaning of general academic and domain-specific words and phrases
in a text relevant to a grade 3 topic or subject area.
CCSS.ELA-Literacy.RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate
information relevant to a given topic efficiently.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a
text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
CCSS.ELA-Literacy.RI.3.8 Describe the logical connection between particular sentences and paragraphs in a
text (e.g., comparison, cause/effect, first/second/third in a sequence).
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RI.3.10 By the end of the year, read and comprehend informational texts, including
history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band
independently and proficiently.
Writing
CCSS.ELA-Literacy.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
CCSS.ELA-Literacy.W.3.2a Introduce a topic and group related information together; include illustrations when
useful to aiding comprehension.
CCSS.ELA-Literacy.W.3.2b Develop the topic with facts, definitions, and details.
CCSS.ELA-Literacy.W.3.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas
within categories of information.
CCSS.ELA-Literacy.W.3.2d Provide a concluding statement or section.
Range of Writing
CCSS.ELA-Literacy.W.3.10 Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Speaking and Listening:
Comprehension and Collaboration
CCSS.ELA-Literacy.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their
own clearly.
CCSS.ELA-Literacy.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly
draw on that preparation and other information known about the topic to explore ideas under discussion.
CCSS.ELA-Literacy.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways,
listening to others with care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-Literacy.SL.3.1c Ask questions to check understanding of information presented, stay on topic, and
link their comments to the remarks of others.
CCSS.ELA-Literacy.SL.3.1d Explain their own ideas and understanding in light of the discussion.
CCSS.ELA-Literacy.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information
presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate
elaboration and detail.
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Presentation of Knowledge and Ideas
CCSS.ELA-Literacy.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts
and relevant, descriptive details, speaking clearly at an understandable pace.
CCSS.ELA-Literacy.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to
provide requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific
expectations.)
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