Download K_U1_L2 Plant Parts

Unit 1: Plants are Life:
Lesson 2 – Plant Parts
Grade Level: Kindergarten
Time Required: 30 minutes (+ additional 20 minutes optional field experience)
Primary AZ State Standards:
(Cross-reference “Standards Matrix” for full listing)
Science:
S00-S4C1-01: Distinguish between living and nonliving things.
S00-S4C3-02: Identify that plants and animals need food, water, air, space.
S00-S4C3-03: Describe changes observed in a small system (growth of a seed)
Objective(s):
Students will differentiate between living and non-living things.
Students will learn the 6 different parts of plants.
Students will explain that humans eat plants as food to live.
Materials:
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Key Vocabulary:
Freshly pulled weeds (with flowers or fruits if possible!) – Pick
ahead of time, or if there is ample time, have students pick them,
one/student or have student work in pairs.
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Index cards
Scotch tape
Premade labels of plant parts to attach to index cards (one
set/child)
Samples of roots, stems, leaves, flowers, fruits, and seeds.
(See “Background Information” for suggestions.)
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Station signs with the 6 plant part names.
Several large paper bags
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Instruction Features
Preparation
Scaffolding
_X_ Adaptation of Content
_X_ Modeling
_X_ Links to Background
_X_ Guided Practice
_X_ Links to Past Learning
_X_ Independent Practice
_X_ Strategies Incorporated _X_ Comprehensible Input
Grouping Options
_X_ Whole Class
_X_ Small Groups
_X_ Partners
_X_ Independent
Integration of Process
_X_ Reading
_X_ Writing
_X_ Speaking
_X_ Listening
Assessment
__ Individual
__ Group
__ Written
__ Oral
Application
_X_ Hands-on
_X_ Meaningful
_X_ Linked to Objectives
_X_ Promotes Engagement
Living
Nonliving
Roots
Stems
Leaves
Flowers
Fruit
Seeds
Vegetable
Background Information:
This lesson is intended to get students thinking about where their food comes
from and how it is connected to gardening. By taking an introductory look at the
parts of a plant, students will begin to see that plants are some of our major sources
of food. While it may be appropriate to mention the physiological and functional roles
of plant parts in plant function, the key point to drive home is the connection
between plants and food. The following chart outlines the different plant parts to be
discussed, suggestions for materials, and a brief explanation of the part functions.
Plant Part
Roots
Stems
Leaves
Flowers
Seeds
Fruit
Suggested materials
Function
Carrot, beet, radish,
turnip
Takes up water and nutrients,
stores nutrients and energy, and
anchors and supports the plant.
Asparagus, broccoli
Holds leaves up to the light.
stems, onion, potato, yam Water, gases, and nutrients move
(the last three are
up and down the plant between
underground stems)
leaves, flowers, and roots through
**celery is a leaf stalk, not the stem.
a stem!!
Lettuce, spinach,
Use photosynthesis to make
cabbage, kale, swiss
energy from light. (“Catch” light.)
chard
Broccoli, cauliflower,
Make seeds, attract birds,
Brussels sprouts
animals, and insects.
Peas, beans, corn, nuts
Contain genetic information and
materials for making new plants.
Tomatoes, oranges,
Protect developing seeds, attract
grapes, cucumber, pepper animals to spread seeds.
Also, be prepared to explain the difference between a fruit and a vegetable!
Botanically speaking, a fruit is the part of the plant which contains the ovary and
seeds. This is why people will argue that food with seeds (like cucumbers, tomatoes,
and peppers) are actually fruits. However, in the culinary sense, the general
population considers fruits those foods that are sweet, like oranges, apples, and
grapes. Vegetables, on the other hand, are all foods which are savory like broccoli,
carrots, and lettuce. On a historical note, in 1893, the tomato was officially ruled by
the US Supreme Court to be a vegetable in response to a court case involving taxes
on produce (http://supreme.justia.com/us/149/304/, accessed on May 17, 2010)!
Pre-lesson Preparation:
1. Mix up the various plant parts (the fruits, veggies, seeds, etc.). Divide them into
each of the large paper bags making sure to have at least 2 samples of each in
each bag.
2. Search out some mature, unwanted weeds around the school. Dig or pull up a
bunch for children to cut apart or if you have time, take children to the site
and have them pull them. Pick one per student or have students work in pairs.
Activity Instructions:
Plant Part Identification and Labeling:
Whole group, individual or pair
20 – 40 minutes, depending on if you take children outside
1. Follow-up on previous lessons. Briefly refine definition of living vs nonliving
things by looking at living and nonliving materials. Also, discuss observations
of seeds in cups. Have they grown? What stage are they at now? (5 mins max.)
2. Ask children, “Who knows where our food comes from?” Discuss!
3. Ask children, “Do you know that we eat 6 different parts of plants? Does anyone
know what the parts of a plant are called?” Explain that they are going to learn
about plant parts.
4. Either take children outside to dig up weeds or use weeds already pulled.
Briefly discuss weeds versus wanted plants and respecting life in general.
5. Back in the class, name and label parts with class help (see chart above).
6. Give each child (or pairs if you don’t have one weed per child) and index card.
7. Help students tape down the plant and attach labels to the card.
8. While children are working, teach them the “Plant Parts Song”, sung to the tune
of “The Farmer in the Dell”.
A seed grows little roots.
A seed grows little roots.
The roots grow down into the soil.
A seed grows little roots.
A seed grows a long stem.
A seed grows a long stem.
The stem grows way up toward the sun.
A seed grows a long stem.
A plant grows many leaves.
A plant grows many leaves.
The leaves grow out quite green and strong.
A plant grows many leaves.
A plant can grow a flower.
A plant can grow a flower.
The flower grows and holds the seeds.
A plant can grow a flower.
(Used with permission by Michele Turner, 2002. “The Circle of Life: Plants and Plant Growth”.)
Mystery Bags
Small groups, whole class
10 minutes
9. After students finish their plant part cards, ask students, “Tell me the names of
some fruits and vegetables you know.” Tell students that they will now get to
play with the mystery bags of plant parts.
10. Divide class into small groups with one bag per group. Put part name signs
around the room in different areas.
11. Pass the bags around. Tell students to reach in without looking and see if they
can guess what things are. Tell them to use their senses, but no peeking!
12. After everyone gets a feel, have students predict what is in the bags.
13. Allow students, one at a time, to pick an item out of the bag and decide where
it should go (what part it is).
14. Discuss results and clarify confusion about plant parts as well as vegetable
versus fruit. Talk about how to eat the different parts.
15. In closing, ask students,
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“Where do all these vegetables and plants come from?” Be prepared to
press them to think when they answer, “The store!”
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“Why is important for people to understand plant parts?” Because it’s
where our food comes from! Farmers, cooks, and everyone needs to know
about food!
Resources:
Monagas, M. & Steen, D. (2004). “Nutrition section: Lesson plan #1, Plant parts we
eat.” 4-H Growing Connections Curriculum. The University of Vermont
Extension, VT. pp. 5 -7.
Turner, M. (2002). “The circle of life: Plants and plant growth.” 2002 Colorado Unit
Writing Project. Cardinal Community Academy, Keenesburg, CO. pp. 1 – 23.
http://www.ckcolorado.org/units/Kindergarten/K_PlantsPlantGrowth.pdf