Download Seeds

Growth and Changes in Plants Unit –
Grade 3
Contributions made by:
Trina Byrne
Serene Dittenhoffer
Denise Sullivan
Julie Titus
Lisa Whiting
Background Information for the unit on Growth and
Changes in Plants
Seeds
Human babies grow protected and fed inside their mother’s bodies for nine
months. Baby plants are sent off by their parent plants long before they are ready
to start growing on their own. How can they survive alone? It’s all done with seeds.
You’ve probably seen a fruit or vegetable with a seed inside of it. A tomato for
example has many seeds whereas a peach contains only one. A seed is a tiny case
containing plant life. It contains a small plant and food. Seeds come in all sorts of
different sizes and shapes, but when a seed case is opened each contains a tiny
plant called an embryo. The seeds contain food to sustain the tiny plant until it can
make its own. The food storage is called the cotyledon. They are the leaves that
are attached to the little plant or embryo. Some plants such as a bean have two
cotyledons. Others, such as corn, have only one cotyledon. The hard outer coat of
the seed protects the baby plant on its travels. When the seed begins to grow,
one part of the embryo becomes the root and the rest becomes the upper stem
and leaves.
Nearly all trees, shrubs, vegetables, and flowers started as seeds. Some of
the seeds grow into seedlings and then into adult plants. Very few seeds actually
survive, so plants produce an enormous number of seeds to insure reproduction of
the plant.
Before a seed can sprout into a new plant, it has to land on the ground.
Plants also need a lot of room to grow because if the new plant is too close to its
parent they will have to fight each other for food and water. So, plants have
invented lots of ways to spread their seeds. All seeds are remarkable in the way in
which they spread themselves in order to grow new plants. Some seeds simply fall
to the ground, others float on water, some are fired over a distance and others,
like burrs, attach to animal’s fur. Maple seeds for example look like spinning
helicopter blades. Dandelion seeds and milkweed seeds are attached to silky white
tufts that act like parachutes. Other plants depend on animals to deliver their
seeds for them. You’ve probably seen squirrels burying seeds and nuts. Well, they
won’t find everything they’ve hidden so these uneaten nuts and seeds can grow into
new plants. When birds and animals eat fruit, the hard seeds pass right through
their bodies without being harmed and they come out in their droppings – far from
the parent plant and fertilized too!
After a seed falls to the ground, it may sleep for some time. Many stay
asleep for the winter. Seeds start to grow when conditions are right to support
the needs of growing plants. In spring a seed starts to grow or germinate when it
has water, warmth, and air. Water enters the seed and makes it swell and softens
the seed coat. Inside the seed, the little embryo begins to grow and use its food
supply. The hard outer coat cracks and the first little root pushes its way out.
This root begins to take in more water and minerals from the soil. A root appears
first and grows downward. Then a stem pushes upward towards the light. When it
sprouts its first green leaves, the plant can begin to make its own food in its
leaves. A new plant has begun its life.
Seeds are made in the fertilized ovule of a flower. Once a flower has been
pollinated, seeds begin to develop. The part of the flower that holds the seeds
starts to grow bigger. This part becomes the fruit, the protective structure
surrounding the seeds. Plant species survive because of the seeds the fruit
protects.
There are many kinds of seeds that we eat. Perhaps the most important
plants in the world are grasses. Wheat, oats, corn, and rice are different kinds of
grasses called cereals. The seeds of these cereals provide food for many of the
animals we eat.
All seeds serve the same purpose, to germinate and grow a new plant in
order to perpetuate the plant species.
Germination
Germination is the growing of a seed. Seeds start to grow when conditions are
right to support the needs of growing plants. Water, oxygen and proper
temperature are all necessary for seed growth. The stages from the swelling of
the seed to the emergence of the first leaves are known as germination. A seed
contains food to support the life of the tiny plant. When a seed begins to grow, it
takes in water and swells. Usually the root tip emerges out of the seed first. This
helps the plant absorb water and anchors the developing seedling. Next, the young
stem and leaves emerge from the seed. The leaves turn green when sunlight
reaches them and they start to produce their own food by photosynthesis.
Plant Growth
Flowering plants grow from seeds. A sprouting seed must absorb water before
it will start to grow. It must have soil firmly packed around it and warmth from
the sun. Inside the seed is a tiny embryo, surrounded by stored food. When the
embryo starts growing, roots grow downward and a stem grows upward. There are
growth hormones in plants that respond to the Earth’s gravitational pull and make
roots grow down and stems grow up. This response is called geotropism (Greek for
“turning to earth). Once the stem breaks through the surface of the soil into the
sunlight, the first two true leaves form and the plant begins to make food. When
plants have water, sunlight and proper minerals in the soil, they grow, manufacture
food and give off oxygen.
Green plants produce food and oxygen from water, carbon dioxide and minerals
through a process called photosynthesis. They take in carbon dioxide from the air,
water and minerals from the soil, and energy from the sunlight. During
photosynthesis, carbon dioxide and water are united in the presence of chlorophyll
to form sugar and oxygen. The plant uses some of the food produced by a green
plant as it grows and produces leaves and fruit. The remaining food is converted to
starch and stored in the plant.
Plant Needs
Plants are organisms that grow and reproduce their own kind. They need
food, air, water, light and space to grow.
Plants need soil. Water and minerals are taken from the soil through roots.
Soil also provides support for the plant and an anchor for the roots to grow in.
Decaying plants and animals leave behind minerals in the soil that are essential for
future plant growth.
Plants need sunlight in order to grow properly. They use light energy to
change the materials – carbon dioxide and water into food substances (sugars).
This process of food production is called photosynthesis. Only in light can a green
plant make food.
Plants must also have clean air. Green plants take in carbon dioxide from air
and use it during photosynthesis to make food. Dirty, smoggy air blocks sunlight
that plants must have.
Plants need water. Water is essential to all life on earth. No known
organism can exist without water. Plants use water to carry moisture and nutrients
from the roots to the leaves and food from the leaves back down to the roots.
Plants must also have space in order to grow. Plants are found everywhere –
deserts, mountains, arctic regions, forests and jungles, oceans and even in cracks
of sidewalks of busy cities. If the space is small, the plants will be small and
stunted. Big plants need big spaces for their roots and branches.
Soil
Soils provide the water and minerals that a plant needs. Without soil, the
plant can be watered, but it becomes difficult to give the plant the nutrients that
it gains from the soil. Soil also provides support for the plant and its root system.
Soil usually has three separate layers. The top layer contains minerals and
humus, the decayed remains of animals and plants. Plants for good growth need
humus and minerals. The second layer contains humus and minerals that have been
leeched from the topsoil. The third layer consists of rocks that are being broken
down to form soil.
A great aid to the enrichment of soil is the earthworm. Earthworms burrow
through the soil and leave castings of digested leaves and other matter, which help
enrich the soil. They also improve the soil with their tunnelling by making it easier
for air and water to soak in. Earthworms do not make poor soil into good soil, but
rather they keep the soil in good condition for growing.
Water
Water is perhaps the most important substance to life on earth. No known
organism can exist without water.
Plants, like every other living thing, need water in order to live and grow.
Water carries the dissolved minerals and nutrients from the soil to the plant and
carries food from leaves back down to the roots.
The plants get water in several ways – through rainfall, irrigation and dew. In
our homes we water our plants. Most plants get water from rain. Even in the
desert areas plants would die without moisture.
Sunlight
Plants need food and can make their own food. But they need things from
which to make their food. Green plants need carbon dioxide from the air, water
and minerals from the soil, and energy from the sun.
Only in light can a green plant make food. The process of food production is
called photosynthesis. In photosynthesis, the carbon dioxide and water are
changed to carbohydrates and oxygen. Food can only be made in the presence of
chlorophyll. Chlorophyll is the substance responsible for a plant’s green colour.
When a green plant is deprived of sunlight, it soon loses its chlorophyll. It
cannot make food, so it dies.
Space
Plants are found everywhere – gardens, lawns, forests, flower pots, hillsides, or
in the water. Plants can even be found in cracks in the sidewalk and cracks in tar.
If the spaces are large, the plants tend to be large. Plants can grow up, down,
around a tree, across the soil, in the water and almost all kinds of places.
Temperature
Different kinds of plants live in different places. The temperature, length
of season and amount of rainfall helps to determine the kinds of plants that will
grow in a place.
Proper conditions for plant growth can be created on farms and in
greenhouses.
Plants can be found in deserts where it is hot and dry. They grow in the
forest and in grassland areas. Type of soil, amount of water, sunlight and
temperature help determine what kinds of plants live in any one place.
Bulbs
Bulbs are a special type of plant. Unlike seeds, bulbs do not need soil
because they carry their own food supply. Seeds require soil to grow because they
need the nutrients (vitamins) from the soil. Bulbs consist of a round, underground
structure that develops in some plants. The bulb is made up of thickened layers of
fleshy leaves, which hold the stored food. In the centre is a large bud scale that
produces the new plant. Roots grow from the solid basal plate. The outer scales
from a dry and papery covering.
The purpose of the bulb is to store food. When the pant is growing, it
stores food in these fleshy underground leaves. When the winter comes the above
ground plant dies, but the bulb with its stored food remains alive underground.
When the new growing season begins, the bulb’s central bud sends out a shoot,
which produces a stem, leaves and flowers above ground. Food stored in the bulb
starts the new plant’s growth.
Onions and garlic are perhaps the most familiar food bulbs Tulips, daffodils
and narcissuses are garden flower bulbs.
Root Study
Plant root systems are essential to plants. The functions of roots are to
anchor plants and absorb water and nutrients from the surrounding soil.
Plant root systems may vary in several ways. Taproots are large central roots
that grow deep in the soil and it has small fibrous roots growing from it. They
store food for plants to use in the winter. An example of a taproot is a carrot or a
Dandelion.
Fibrous roots obtain more surface water. They absorb the food the plant
requires in the form of moisture. Tip: If you look at a root closely, you will see tiny
hairs on fibres through which the plant is fed. Fibrous roots are shallow roots
that spread over a wide area and they branch considerably with a thread like
appearance. For example, grass roots are fibrous roots.
When a seed begins to grow, the roots always grow first. Gravity causes the
roots to grow down towards the earth and the stem up towards the sun.
Stem Study
Stems of plants serve many important functions. One function of a stem is
to support the other plant parts that are above the ground. The stem holds up the
plant’s parts towards the sun allowing the plant to receive the light energy it needs
to grow. Some plants have stems that are soft and green, while others have stems
that are thick and hard, like trees.
The most important function of a stem is to serve as a transport system in
plants. Small tubes from the roots go up through the stems. Water and minerals
are carried from the roots to the leaves of a plant. Food made in the leaves move
through the tubes in the stem to other parts of the plant. For example, a potato is
a portion of a plant that remains underground and swells to contain food for the
plant. This specific stem is called a tuber. A corm is another kind of stem that
thickens where it joins the root. This is also a food-store for the plant.
Some stems are specialized organs used to store food. Stem vegetables
include celery, asparagus, sugar cane, broccoli and potatoes.
Leaf Facts
The leaf is the main food-making part of almost all plants. Leaves work like
tiny food factories in a process called photosynthesis, which occurs in chloroplasts
with chlorophyll. Leaves take energy from sunlight, water from soil, and carbon
dioxide from the air. They change them into the food substance called glucose (a
sugar), then store the glucose in plant organs as starch. Plants store the food made
by leaves in their fruit, roots, seeds, stems, and even in the leaves themselves.
Oxygen, as a by-product, is released into the air. All living organisms depend on
oxygen for survival.
Leaves vary greatly in shape and appearance. A blade of grass, a pine needle,
a fern frond, a cactus thorn, and an oak leaf, are all leaves. Leaves come in many
sizes and shapes. In the pines, they are needle-like. In flowering plants, they are
usually flat or thin. Leaves may be large or small, narrow or wide, long or short.
They may have smooth, saw-tooth, or wavy edges. Some are thickened for water
storage. Some leaves are divided into several leaflets, looking like many separate
leaves. We use leaves to identify the plants because of their distinctive nature.
Most leaves have two parts, the blade and the petiole. The broad, flat part
of a leaf is called the blade. The flattened shape of the typical leaf is very
functional, for it provides a broad, exposed surface to collect solar energy. The
petiole is the stem-like part of the leaf that joins the blade to the stem. The
petiole supports the blade and turns it towards the sun. The midrib is the central
vein of the leaf. The typical dicot leaf has a broad blade, a leaf petiole, and a
netted venation. An axillary bud is usually present on the stem in the leaf axil. The
monocot leaf, such as a blade of grass, is sheathlike at its base, attached all
around the leaf node, and has parallel venation.
Leaves may be simple or compound. A simple leaf consists of one petiole and
one blade. It is a single, intact structure, even though lobes or teeth may indent
the margin. Trees (oak, maple, and elm) and grasses are among the many plants that
have simple leaves. In a compound leaf, there is one petiole with many leaflets.
The basic shape of their leaves can identify different angiosperm and
gymnosperm plants. A flat blade-like shape most often characterizes the
angiosperm leaves whereas needle-like leaves identify the gymnosperm plant.
Angiosperms are plants that produce flowers and fruits. They produce seeds that
have a protective covering (i.e. walnut). Gymnosperms are trees and shrubs that
produce uncovered seeds (i.e. pine cones).
Among the angiosperm plants, broad leaves are most common on dicot plants.
These leaves are wide and flat. The classification of broad leaves can be divided
according to their pattern of netted or parallel venation. In the netted venation,
the pattern can be either pinnate or palmate. Veins carry food and water in a leaf.
Hold a leaf up to the light and you can see a pattern of its veins. In most broad
leaves, the veins form a net-like pattern, with several large veins connected by
many smaller ones. In the pinnately veined leaves, there is a main vein, called the
midrib, with secondary veins branching from it like a feather. The leaves of elm,
walnut, and birch trees have such a vein pattern. Leaves with a palmate venation
have several main veins about equal size, all of which extend from a common point
at the base of the blade, resembling the palm of your hand. Maple trees have
palmate-veined leaves.
Lesson Topic: Students will count and sort seeds and find how seeds are alike and
different.
Expectations:
Students will:
Science Skills
1. Classify and sort seeds according to visible characteristics.
2. Record relevant observations, findings, and measurements using charts, graphs, and
drawings.
Math Skills
3. Estimate, count, and record how many different types of seeds they have.
4. Estimate, measure, and record the number of seeds it takes to balance one small teddy
bear.
Group Skills
5. Students will work cooperatively with one another in the completion of all necessary
worksheets.
Teacher Materials:
1. Small Dixie Cups – one per group of 3-4 students.
2. Assorted Seeds – lima beans, kidney beans, popcorn, sunflower seeds, garbanzo
beans, black eyed peas, etc…
3. Magnifying Lens
4. Small Teddy Bear (counting bear)
5. Small balance
6. Worksheets: a) seed sort b) comparing seeds c) observing seeds
Student Materials:
1. Pencil/Eraser
Preparation:
1. It is important for this activity to get at least 5 or 6 different kinds of seeds. Be sure
they are different sizes so they can be easily sorted. 7 bean soup mix works well.
2. The students should be placed in a group of 3-4.
Activity:
1. Provide an assortment of seeds. Mix the seeds together so the students can be given a
representative sample.
2. Place the students in a group of 3-4 and give each group a small cupful of seeds.
3. Have the students’ estimate how many seeds are in the cup.
4. Give each group a copy of the worksheet “Seed Sort”.
5. The students will dump the sup of seeds into the circle in the middle of the paper and
sort the seeds into smaller sets of like kinds and put them in the smaller circles.
6. A record should be made of the name and number of seeds in each circle.
7. Have the students add the smaller sets to get the total number of seeds in the cup.
8. Have the students use a magnifying glass to look closely at the seeds. What colour are
they? Are there any that have two colours? The students can record their answers on
the sheet “Observing Seeds”.
9. Ask the students: “what are the shapes of the seeds?” Have them record by drawing
the shapes of the seeds in the shape column.
10. Have the students guess how many seeds it will take to cover the line. Lay the seeds
on the line count them and record.
11. The students will use the worksheet “Comparing Seeds” to weigh the seeds. They
should estimate how many seeds it will take to balance one teddy bear and then weigh
the seeds and record the results. At the bottom of the page record by colouring the
graph.
Discussion Questions:
1.
2.
3.
4.
5.
Of which seed type were there the most of in your group? The least?
How are the seeds a like? How are they different?
What colour are the seeds?
Are the seeds all the same shape?
Are they all the same size?
Application/Extension:
1. Plant the seeds.
a) See if the students can identify which plant came from which seed.
b) Which seed sprouted first?
c) Which plant has the longest leaves?
d) How do the plants differ?
2. Use the seeds to create a picture.
Lesson Topic:Students will compare size, shape, and colour of various seeds.
Expectations:
Students will:
Science Skills
1. Record relevant observations, and findings using charts, graphs and drawings.
2. Make comparisons between the different types of seeds
Math Skills
3. Count how many seeds are in each type of fruit and vegetable and record through
drawings and in bar graph format.
Group Skills
4. Students will work cooperatively with one another in the completion of all
worksheets.
Teacher Materials:
1. Fresh fruits and vegetables – valencia oranges, apples, lemons, bell peppers, melons,
tomatoes, peas, avacado, peaches.
2. Sharp knife
3. Paper towels and paper plates
4. Worksheets: a) the seed within – pictures b) the seed within graph
5. Transparency
6. Overhead projector
Student Materials:
1. Pencil/Eraser
2. Coloured Pencils
Preparation:
1. Collect the fruits and vegetables that you wish to use.
2. Divide the students into groups of 4. Part of the group could remove seeds, the other
part could count the seeds.
3. Each group needs a half of a tomato, bell pepper, apple, orange, a slice of melon and
a whole peach, avocado and pea pod (these can be shared by the groups).
4. If the worksheet is too small, cut it in half and enlarge the fruit outlines.
5. K-1 teachers could use just one fruit a day. Maybe each fruit could have a page size
outline or large outline on the wall. The seeds could be glued on the outline.
Activity:
1. Introductory discussion
a) how do plants start?
b) Where do we get the seeds?
c) Do all fruits and vegetables have the same number of seeds?
d) Why do some fruits and vegetables have many seeds and others just a few?
e) Are all the seeds the same size?
f) In what ways are seeds the same or different?
2. Show the students the various fruits and vegetables. List them on a transparency.
3. Ask the students what they think the insides look like.
4. Cut the fruits and vegetables and distribute the pieces to the students for observation.
Allow time for the students to observe their fruits.
5. Students should record where the seeds are located on their worksheet.
6. Students should count the number of seeds and record that as well on the worksheet
and on the bar graph.
7. The class results can be recorded on a wall chart or transparency.
Discussion Questions:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Where were the seeds located?
How were the seeds different?
What shape are the seeds?
How many seeds does each fruit or vegetable have?
Do all large fruits and vegetables have large seeds? What about small fruits and vegetables?
Which fruits have many seeds in them?
Which fruits have only one seed in them?
Can you think of a large fruit or vegetable that produces a small seed? (watermelon)
Is there a small fruit that has a large seed? (Mango, Avocado)
Application/Extension:
1. Students could try growing the seeds they remove from the fruits and vegetables. The
avocado seed makes a nice plant.
2. Have the students make fruit salad with the fruit they have been exploring.
3. Sequence seeds from largest to smallest.
Lesson Topic: Students will observe lima beans that have been soaked in water overnight and
identify the major parts of the seed.
Expectations:
Students will:
Science Skills
1. Record relevant observations, findings, and measurements using written sentences and share
observations in class discussion.
2. Compare dry and wet seeds
3. Label the parts of a seed
Math Skills
4. Measure both dry and wet seeds using a ruler.
Teacher Materials:
1.
2.
3.
4.
Large lima beans or other broad beans
Worksheets: a) inside a seed b) inside a seed picture.
Dixie cups or bowls
Magnifying Glasses if possible
Student Materials:
1. Pencil/Eraser
Preparation:
1. Large lima bean seeds are easy to handle. Soak the beans overnight so the seed coats are
loose and easy to handle.
2. Perhaps soak some different types of beans as well to lend to the discussion after the activity
has been completed.
Activity:
1. Distribute one water soaked seed and one dry lima bean seed to each student.
2. Observe and describe the dry seed. Describe it in terms of colour, texture, firmness, etc.
Trace the seed on the ruler and measure its length.
3. How is the wet seed different from the dry seed?
4. Look at the seed coat and find the spot where the seed was attached to the pod. This small
hole in the seed coat lets water into the seed. Carefully remove the seed coat and place it to
one side. Identify it on the worksheet.
5. Carefully split the seed into two parts. Look at the two halves. Identify the embryo. Find
the food storage area of the seed.
Discussion Questions:
1. What did the dry seed look like? Was the skin wrinkled? Could you find the spot where the
seed was attached to the pod? What did it look like?
2. After the seed was soaked what happened to it? What did the skin you removed look like?
3. Describe the insides of a seed. Can you find the embryo? What does it look like? Can you
see the shape of the future leaves?
4. Does the food storage area look the same in all seeds?
5. Do all seeds look alike when split open? Why or why not?
Application/Extension:
1. Use red beans to compare with Lima beans
2. Try other large dicot seeds to see how they compare with Lima bean seed.
3. Open peanuts (roasted or plain). Observe the embryo inside the bean, then eat the evidence.
Lesson Topic: Students will grow a bean seed and watch how a plant begins.
Expectations:
Math – predicting, measuring, graphing
Science – observing, comparing, recording data
Teacher Materials:
1. Lima beans or red beans
2. Ziplock bags
3. Paper towels
4. Tape
5. Worksheets
Student Materials:
N/A
Preparation:
1. To inhibit mold growth on the seeds, rinse seeds with a weak bleach solution (5 ml of bleach
in one litre of water). Have students wash their hands before planting seeds.
Activity:
1. Distribute a lima bean seed or a red bean seed to each student.
2. Tape a dampened paper towel inside a Ziplock bag and place a seed on the paper towel as
shown on the worksheet.
3. Place the sealed Ziplock bags in a dark area (inside desks or in a closet). Predict how long it
will take for the bean to sprout.
4. Predict which part will appear first: the root or the stem.
5. After the bean sprouts, hang the bags in the window with tape or a bulletin board with
pushpins. The students will observe that the beans have roots that grow toward the floor and
stems that grow toward the sky.
6. Predict and record how many days it will take for the first leaves to appear.
7. Predict how long the cotyledons (food supply for the young plant) remain on the plant before
falling off.
8. Draw the plants as they grow.
9. Measure the stem and root growth each day and graph the results.
Discussion Questions:
1. Describe the growth of the roots and the stem. How do they compare in length, colour, and
direction?
2. Keep a daily observation log and describe the daily changes.
3. How did you provide for the needs of the seed for growth?
Application/Extensions:
1. Compare other seeds to the Lima been seeds.
2. Construct a plant growth view box. Remove the top from a small milk carton. Cut the
window in the side of the carton. Cover the window with plastic wrap. Fill the carton with
soil and plant seed next to the window. Keep the flap closed and open only to view the seed
growing.
3. Follow step 2 of the procedure above but using three beans. Will the different placement of
the seeds affect the germination of the seeds?
4. Mix a cup of plaster of Paris with water. Pour into a Styrofoam cup. Place a dry lima bean in
the middle of the mixture. When the plaster is dry, peel the cup from around it. Set it on a
shelf and watch what happens. (The lima bean should swell from the moisture in the plaster
and crack it.)
Lesson Topic: Students will understand that in order to grow healthy plants, soil, water, light
and oxygen must be provided.
Expectations:
Math – measurement
Science – observation, comparing, recording data
Teacher Materials:
1. Bean, radish or corn seeds
2. Potting soil mixture
Student Materials:
1. Milk cartons (250 ml)
2. Scissors
Preparation:
1. Save milk cartons from students’ lunches and rinse them out.
2. Choose seeds that sprout quickly such as radish, corn or bean seeds.
Activity:
1.
2.
3.
4.
5.
Cut off the top of the milk cartons to make planters.
Fill the cartons with a soil mixture.
Plant the seeds in the soil. Dampen the soil.
After the seedlings sprout, divide the cartons into four groups to test growing conditions.
Condition 1 - Plant has soil, water and oxygen but does not have light. Put these plants under
a box or in a closet.
6. Condition 2 - Plant has soil, light and water but no oxygen. Seal these plants in a large clear
plastic bag.
7. Condition 3 – Plant has soil, light and oxygen but no water. Do not water these plants.
8. Condition 4 – This is the control group. The plants have soil, oxygen, light and water.
9. When the seedlings come through the soil, measure each week how much the plants have
grown in each environmental condition.
10. Record each on a separate graph.
11. After several weeks compare the graphs. Are there differences in rate of growth of the
different plants in separate conditions?
Discussion Questions:
1. Discuss with the students what each plant needs in order to grow (soil, water, oxygen and
light).
2. Have students explain what the plants look like in each of the conditions and what need was
lacking in each one.
Application/Extensions:
1. Have students decorate the sides of the milk carton with paper, roving, yarn, etc. and use
them as pots for their plants.
Lesson Topic: Students will plant seeds in a variety of soils to see which soils provide the best
medium for plant growth.
Expectations:
Math – measuring
Science – observing, comparing, recording data
Teacher Materials:
1. Clear plastic glasses (270 ml)
2. Potting soil
3. Sand
4. Clay
5. Water
6. Large bean seeds
7. Worksheets
Student Materials:
1. School yard “dirt”
Preparation:
1. Students may wish to work in pairs or groups of three or four to observe four sets of seeds.
2. Teamwork also makes appropriate for “jobs” to be assigned. They may wish to keep a daily
log of activity and then compare notes.
Activity:
1. Use four clean clear cups per group. Fill each one three-fourths full with different types of
soil: potting soil, sand, playground “dirt” and clay. Plant a bean seed in each cup, placing the
seed up against the clear sidewall of the cup for easy viewing. Add measured amount of
water to each cup and record.
2. Predict and record what you think will happen in each cup.
3. Allow time for seeds to grow. Illustrate the results.
4. Compare results and discuss. Draw conclusions regarding the best medium for growth.
Discussion Questions:
1. How are all types of soil alike? How are they different?
2. Why do you think one might be better than another for growing bean plants?
3. Discuss the difference between germination and actual plant growth.
4. How shall we decide which seed grew the best? Which kinds of things do we look for? Size
of plant? Colour? Number of leaves?
5. Does more than one kind of soil produce a good plant?
6. Could soils be combined to make a better growing bed?
7. Can plants grow without soil? How?
Application/Extensions:
1.
2.
3.
4.
Create a new soil mix and test it.
Write a poem or a story about seeds and soil.
Use adjectives to describe soil such as rough, sandy or earthy.
Write a soil poem.
Lesson Topic: Students will understand that plants grow in many places and need space.
Expectations:
Math – comparing
Science - observing
Teacher Materials:
1. Two large pots
2. Radish seeds or any fast growing seeds
3. Water
4. Worksheets
Student Materials: N/A
Preparation:
1. Use small seeds that grow quickly.
2. Prepare two pots with soil.
Activity:
1. Have the students look out the window and answer the question, “Where do plants grow?”
(List answers on the board.)
2. Ask – “Do all plants need the same amount of space to grow in?” (no) Why not?
3. Compare the amount of space a tree needs for growth against that of a plant.
4. Prepare two pots with soil. Plant about twenty radish seeds in each pot. Give both pots the
same amount of water and sunlight. Leave the pots alone for twelve days.
5. In one pot, leave all the plants that are growing.
6. In the second pot, thin the baby plants until only three or four are left.
7. Give the pots water and sunlight as before for another ten days. Then compare the growth
and roots of the plants in pots.
Discussion Questions:
1. Ask the students to explain what was done differently to the plants in the two pots. Why are
the plants in the pot that has been thinned so much larger and healthy looking? (They have
fewer plants to share the water and chemicals in soil.)
2. What happens to trees when there are too many trees crowded together? (They are spindly.)
3. Ask the students how they feel when they are crowded on a bus or in a room and cannot
move. Do they like it? Do they think it is always healthy?
Lesson Topic: Students will be able to prove that a plant needs light in order for it to develop
correctly.
Expectations:
Math – comparing
Science – observing, communicating
Teacher Materials:
1. Sunflower seeds
2. Potting soil
3. Flower pots or plastic containers
4. Cardboard box
5. Aluminium foil
6. House plant
7. Two plants the same size
Student Materials:
N/A
Preparation:
1. Use sunflower seeds or any fast growing seeds.
2. Remember, the first leaves are not the true leaves; wait for the second set of leaves.
3. For step 5, be sure that the plant is healthy and receives good care during the time one leaf is
covered by aluminium foil.
4. Get two plants of the same size.
Activity:
1. Soak the sunflower seeds overnight. Then plant three sunflower seeds in each pot and put
them near the window. Water the pots well. Now cover one pot with the cardboard box.
2. When the first true leaves appear on the plants that are uncovered, remove the box from the
other pot.
3. Discuss with the students what happened to the plants. Why did the sunflower seed under
the box not grow? Do plants need light to grow? Do they need light to remain healthy?
4. When a plant gets no sunlight, it cannot make food. Without food the plant will die. Use
two plants of the same size. Cover one with a box or place it in a closet to block out all of
the light. After one week without light, bring the plant out and compare it to the one that
received sunlight. The plant that did not receive sunlight will lose some of its green colour.
It will not look as healthy as the other plant. Make sure it now receives sun and watch for it
to return to health.
5. Observe the leaves of a healthy houseplant. Cover one of its leaves with aluminium foil so
that it does not receive sunlight. Leave covered for a week, then uncover and observe the
changes. The leaf should be pale compared to the other leaves on the plant.
Discussion Questions:
1.
2.
3.
4.
What happens to a plant that has no sunlight?
Do plants need light in order to grow?
What do the leaves produce when they receive sunlight?
What colour are the leaves of the plant that does not receive sunlight?
Application/Extensions:
1. Put a potato in the dark, warm spot for several weeks. What happens to the potato? If left in
the dark for several months, will the potato die?
2. Lay three or four seeds in the bottom of a shallow bowl and place a wet sponge over them.
Keep the seeds damp. When the seeds sprout, watch to see what happens to them. Turn the
dish. Do the seedlings turn toward the light?
3. Put a rock or board on a patch of grass, leave it for two weeks. Take the rock off and
observe. What has happened to the grass? Is it a different colour from the surrounding
grass? Has the grass died? Now leave the rock or board off the grass. Does the green colour
return to the grass?
4. Write a plant log about one of the experiments.
5. Let the students make up an activity of their own with plants and sunshine.
Lesson Topic: Students will realize that plants are affected by extremes of temperature.
Expectations:
Math – prediction
Science – observation
Teacher Materials:
1. Three similar plants
2. Heater (if activity is done in winter)
3. Ice
4. Cooler
5. Refrigerator (if possible)
6. Worksheets
Student Materials: N/A
Preparation:
1. This activity should be done during the hot weather, if possible. If it is done in the winter,
place plant near a heater.
2. If possible, use a refrigerator or freezer for the cold environment.
3. Get three healthy houseplants that are similar in size.
Activity:
1. Using three similar healthy houseplants, moisten the soil around the plants.
2. Be certain that students realize that all three plants are essentially the same.
3. Place one plant outside where it is hot, preferably in the direct sunlight. (If this experiment is
done in winter, place the plant near a heater.)
4. Place another one of the plants in a cold environment, such as a freezer. (If the refrigerator is
not available, use a cooler filled with ice.)
5. Place the third plant in a moderate environment such as the classroom.
6. Discuss with the students what they think will happen to the plants.
7. Have them predict which plants will be healthy at the end of the experiment.
8. Observe the plants for five days.
9. Draw how the plants looked at the beginning of the experiment and at the end of the
experiment.
Discussion Questions:
1. Discuss with students that in nature plant growth adjusts to different temperatures and
rainfall. Many plants that live here cannot survive in the cold arctic regions or the hottest
desert areas.
Lesson Topic: Students will investigate whether or not a plant needs water to live.
Expectations:
Math – measuring
Science – observing, comparing, recording
Teacher Materials:
1. Water
2. Clear plastic glasses
3. Plants
4. Potting soil
5. Worksheets
Student Materials:
N/A
Preparation:
1. Buy two plants of the same size, variety and same type pot. Use plants grown in lesson titled
“Which Soil Works Best?”
Activity:
1.
2.
3.
4.
Have the students describe what they observe about each plant. Draw the plants if possible.
Put both plants in a sunny spot on the windowsill in view.
Water one plant every day for five days. Do not water the other plant.
Have the students predict what they think will happen to the plants. (When a plant gets no
food, it cannot make food. Without food the plant will die.)
5. Draw a picture of what happened.
Application/Extensions:
1. Put radish or marigold seeds (fast growing) on two sponges. Wet one sponge and keep it
damp. Keep the other one dry and observe the differences that occur.
2. To show that roots take up water from the soil, test with a potato. Peel the bottom half of the
potato and cut the end flat so it can stand. Dig a hole in the top part. Stand the potato on its
flat end in a dish of water. Watch! The potato will soak up water and fill the hole in the top.
Lesson Topic: Students will observe another way for plants to reproduce. How does a bulb
grow?
Expectations:
Students will:
Science Skills
1. Compare the life cycles of different kinds of plants (e.g. plants that grow from bulbs or from
seeds).
2. Using their senses, record relevant observations, findings, and measurements, using written
language, drawings and charts.
Math Skills
3. Measure the height of the bulb each day as it begins to grow.
Group Skills
4. Work co-operatively with a partner in the handling and planting of a bulb.
Teacher Materials:
1. Bulbs – onions, garlic, daffodils, tulips, to demonstrate with - narcissuses (enough for
partners to handle and plant).
2. Lego or small rocks/gravel
3. Clear plastic cups
4. Measuring Tape
Student Materials:
1. Pencil/Eraser
2. Senses
Preparation:
1. The garden flower bulbs can be bought in the fall in nursery stores. Onions and garlic are
available anytime in a grocery store.
2. Put students in groups of 2
3. Winter is a nice time to force flower bulbs into blooms
Activity:
1. Provide one bulb for each pair of students
2. Tell the students to observe the bulb carefully, using their sense of seeing, hearing, feeling
and smelling.
3. Have students give words that describe their bulb. The teacher can record the words on the
board or chart paper
4. Discuss with the students that a bulb consists of fleshy food storage leaves. A stem with
leaves and flowers will come from the centre of the bulb.
5. Plant a white narcissus bulb in a clear plastic cup, with gravel and water. Fill a cup half full
of gravel and/or Lego. Put the bulb inside, then add more gravel or Lego until the cup is full.
Add enough water to touch the bottom of the bulb. Keep it in the dark until growth is started
and then put the pot in a sunny window. The students can enjoy watching the bulbs grow and
flower. Students will track its growth on the worksheet.
Discussion:
1.
2.
3.
4.
What is the purpose of the thick fleshy underground leaves of a bulb?
Where do the roots of the bulb come from?
What colour are bulbs?
What do bulbs feel like?
Application/Extension:
1. Some daffodil bulbs can be grown indoors in bowls of pebbles and water. Keep in the dark
and cool until growth is well along, then bring slowly into the light.
2. Leave an onion in the dark for several weeks. The onion will sprout and send out long green
leaves and roots. The thick scale leaves of the bulb will become soft and the onion is no
longer good to eat. The students can see how the food supply of the bulb has been used to
grow the new leaves and roots.
3. The narcissus bulbs have pretty white blooms that make nice gifts to send home with the
students.
Put a plant in a bottle of water and seal it with Plasticine. Mark the level of water with a
marker. Put the bottle on a lighted windowsill and leave it for a bout a day or so. Notice the level
of water is gone down! The roots have absorbed the water and have passed it up the plant.
*** Note: teaching aid to accompany this experiment.
Lesson Topic: Students will be able to describe the functions of the roots of a plant.
Expectations:
Students will:
Science Skills:
1. Explain how different features of plants help them survive (fibrous/tap root system).
2. Use appropriate vocabulary in describing their investigations, explorations, and observations.
Math Skills:
1. Measure and graph/chart the growth of the plant on a daily basis.
Group Skills:
1. Students will work co-operatively and collaboratively with one another during the activity.
Teacher Materials:
1. Several plants with different root systems- dandelion, grass, radish, sweet potato
2. Magnifying glass
3. Glass to plant the sweet potato in.
4. Student worksheets: a) Root Study
Student Materials:
1. Pencil/Eraser
Preparation:
1. Obtain several examples of Fibrous roots and Taproots. Be sure the students know there are
two different kinds of root systems.
Activity:
1. Wash the soil from the roots of several plants and display them: grass, dandelion, radish,
carrot.
2. Have the students use a magnifying lens to observe these roots. Introduce the terms tap and
fibrous roots. Taproots have several individual roots that branch out.
3. Discuss how roots absorb water. Tell the students that water moves through the roots to the
plant.
4. Complete the worksheet, “I study a Root”. Provide a variety of roots and let the students pick
one of them to study. They must list its name, draw its picture and describe where it is found,
measure its length, and write one sentence about it.
5. Grow a plant from a sweet potato root. Place the potato in a clean glass with water. Place it in
a sunny window and watch it grow. Have the students measure the growth of the plant daily.
Chart, graph or illustrate the plant’s growth.
Discussion Questions:
1. Why does a plant need roots?
2. Do roots all look alike?
3. Are roots all the same colour?
4. Would a tree have a taproot or fibrous roots?
5. Why would a tree need a deep taproot, while grass or weeds don’t?
6. Explain the difference between plants with fibrous roots and those with taproots.
Extension/Application:
1. Have the students write a story about a root’s search for water and food using the appropriate
vocabulary in describing the root’s journey. Illustrations are optional.
Stand a stick of celery in a jar full of water. Add a teaspoon of red ink in the water. Wait
approximately one hour and you will observe red lines up the stem of celery. Soon, the leaves
will be tinged with red as well. If you slice the stem of the celery, you will see red dots. This will
prove the function of the stem as an important transport system.
***Note: teaching aids accompany this experiment.
Lesson Topic: Students will learn how stems are necessary to plants.
Expectations:
Students will:
Science Skills
1. Identify a major part of a plant (stem) and describe its basic functions.
2. Record relevant observations, findings and measurements using written language, drawings,
charts and paper.
Group Skills
1. Students will work co-operatively with one another and share materials when necessary.
Teacher Materials:
1.Plants with different kinds of stems- celery, potato, asparagus
2. Celery stalk
3. Flower with stem
4. Food colouring
5. Plastic glasses
6. Worksheets: a) stem Study b) flower in water
Student Materials:
1. Pencil/Eraser
Preparation:
1. Collect stems that are familiar to students as food they eat, such as celery, broccoli, asparagus,
rhubarb and potatoes.
2. Explain to them that a potato is an underground stem, not a root.
Activity:
1. Take the students outside to identify plants and look at the stems of plants. Discuss and
compare how plant stems are alike and different.
2. Discuss the functions of stems. Stems hold up other plant parts that are above ground and
they also carry food and water from the roots through the stems and into the leaves. Look at
different stems of plants- tree trunks are hard, thick stems, while flowers have soft, thin
stems.
3. Discuss what stems we eat as vegetables-celery, broccoli, asparagus, rhubarb, sugar cane,
and potatoes.
4. Next, provide enough stalks of celery so that each child has one to draw. On the worksheet,
“I Study a Stem”, have the students describe their celery stalk. List their descriptions on a
giant celery shaped chart. Read through the experiment and ask for predictions to be made.
5. Place the stalks in different coloured water for variety. When the colour has travelled all the
way to the leaves, let the children break the stalks apart to see the inside of the tubes.
Discussion Questions:
1. How does the water and food travel through the stems into the leaves and flowers?
2. How are stems alike?
3. What differences do you see in stems?
4. Do all stems grow above ground?
5. Are all stems hard and thick like tree trunks?
6. Are all stems green? Name some that are not.
Application/Extension:
1. As an extension to “I Study a Stem”, set up the “Flower in Water” experiment for the class; let
them predict what they think will happen to the flower. Leave the flower in the glass overnight
and have the students record what happened by drawing the flower on the worksheet.
Lesson topic: Leaf Classification
Expectations:
The students will:
Science Skills
1. Describe, using their observations, the main parts of a leaf and their function
2. Identify the main properties of leaves
3. Classify leaves into groups according to their properties
Math Skills
1. Measure and record the length, width, and area of a leaf
Process Skills
1. Compare and contrast properties of leaves
2. Cooperate with other students in a small group
Teacher Materials:
1. Provide each group with a magnifying lens
2. Provide each group with 6 or more different types of leaves
3. Overhead projector
4. Overhead transparency of leaves and markers
5. Chart paper and markers
6. 2 Student worksheets with copies made for each student/group
Student Materials:
1. Paper
2. Pencil and eraser
Preparation:
1. The teacher collects samples of the various leaves mentioned in ‘Leaf Facts’(simple,
compound, pinnate, palmate and parallel-veined)
2. The teacher makes overhead transparencies of a simple and compound leaf
Activity:
Day One:
1. The teacher passes around samples of a simple and compound leaf. Then the teacher passes
around samples of a pinnate, palmate, and parallel-veined leaf.
2. The teacher instructs the students to look very closely at the leaves, noticing colour, shape,
size, texture, patterns, etc.
3. The teacher then asks the students to brainstorm a list of properties of the sample leaves.
Teacher records the students’ responses on chart paper.
4. At this time, the teacher leads the class into a discussion of the function of leaves using the
information in ‘Leaf Facts’ and overhead of ‘Leaves’.
5. The teacher tells the students they have a very important job to do for the following day. The
students are to collect at least 5 various types of leaves and bring them to school the next day.
Brainstorm with the class where they may find some leaves (garden, house plants, on way
home from school, greenhouse). Tell the students to keep in mind the types of leaves that
were discussed. Instruct the students to collect only one leaf per plant but to bring all of a
compound leaf, not just the leaflets. Leaves can be kept fresh overnight by placing them in
resealable plastic bags.
Day Two:
Observation
1. The teacher hands out the student worksheets.
2. Tell the students to choose one leaf (petiole and blade) from their collection. Tell the students
to draw its outline on the worksheet.
3. Then the teacher tells the student to describe its properties: shape, colour, texture, size,
length, width, and veins. Students write an official description including all the properties
they have observed. Instruct the students to use descriptive words, such as pointed, smooth,
long, jagged, etc.
4. The teacher instructs the students to observe their leaves by holding them up to the light to
see the vein structure. Turn the leaf over where the student will see the structure better. Tell
the students to observe the arrangement of the veins.
5. Tell the students to draw the vein structure on their leaf outline. Have them compare the
veins of their leaves with different leaves from other students.
Measurement
1. Instruct students to measure the length and width of their leaf by counting on the grid.
2. Tell students to figure out the surface area of the leaf by counting the number of squares the
leaf covers on the grid.
Comparing
1. The teacher then groups the students into leaf study teams of four botanists. It is their job to
select ten different leaves from their collections and group them according to size. They are
to record this information on a piece of paper.
2. Then ask the students to think of different ways to group leaves. Review the chart of
properties from the previous day.
3. The teacher hands out one worksheet per group and tells the students to use this sheet to
make a chart of properties for their ten leaves. They are to clearly label each leaf with a
number.
4. Tell the students to pick two or more properties from the chart. They are to group their leaves
by these properties and explain the grouping.
Possible groups: vein arrangement, edges, texture, colour, shape
5. For fun, the teacher tells the students to team up with another person form a different group
to challenge that student to tell which leaf is which on the students’ chart.
Discussion:
1. What structures do all leaves have in common?
2. What is a petiole? Which leaves do not have a petiole?
3. What are some of the products that come from leaves?
4. What is the difference in the vein structure between a palmate and a pinnate leaf?
Extensions:
1. Make a leaf print.
2. Preserve leaves through pressing.
3. Play the game “I am thinking like a leaf”. Questions can only be answered yes or no.
Lesson Topic:Parts of a flower and seed development
Expectations:
The students will:
Science Skills
1. Describe, using their observations, the main parts of a flower and their function
2. Identify how flowers, seeds, and fruit develop in a plant
Math Skills
1. Measure and record the length of various flower parts
Process Skills
1. Cooperate with other students in a small group
Teacher Materials:
1. Provide each group with a flower (tulip, daffodil, rose, lily, etc)
2. Provide each group with a magnifying glass/or microscope
3. Provide each group with a small square of black paper
4. A small knife
5. Overhead projector
6. Overhead transparency of flowers and markers
7. 2 student worksheets with copies made for each student/group
8. Chart paper and markers
Student Materials:
1. Paper
2. Pencil, pencil crayons, and eraser
Preparation:
1. The teacher prepares a flower for each group. It works best if all the flowers are from the
same variety. Tulips, daffodils, gladioli, and lilies are the easiest to dissect so as to see the
ovary and seeds.
2. The pistil needs to be split lengthways by the teacher before the lesson.
Activity:
1. To begin this lesson, brainstorm with the students the names of all the flowers they can think
of. The teacher records their ideas on chart paper.
2. Discuss with the students why plants have flowers. Talk about all the colours of flowers and
why the colours are necessary to the flowers.
3. The teacher then introduces the parts of the flower using the overhead transparency. Show
students the names of different parts, where they are located, and the functions of each.
•
Sepals - one of the leaf like parts at the base of the flower, usually green, that
protects it before it opens
•
Petals - brightly coloured part of a flower, used to attract insects or birds
•
Stamen - part of a flower that makes pollen (male part)
•
Pistil - part of a flower that produces seeds (female part)
•
Receptacle - the stalkless base of the flower that bears the petals, stamens, and
pistils
•
Stem - supports the flower and transports water and food
4. The teacher then breaks the class into groups of four. Hand out the first Flower Study
worksheet to each group. Tell the students to study a flower carefully with a magnifying
glass from all angles. They will record their observations and using a pencil and pencil
crayons, sketch their flower.
5. On the same sheet, the group writes a description of their flower so someone else could
recognize it.
6. Next, the teacher hands out the second Flower Study worksheet. Instruct students to locate
and remove the sepals from the flower. Sketch, count, measure, and describe them on the
worksheet. Have them proceed with the same process while removing the petals.
7. Next, the teacher helps the students locate the stamens and they remove them. The teacher
then assists the students in identifying the anther and the filament (the top part is the anther
and the stalk-like part is the filament). The student records this information on the worksheet.
8. The teacher informs the class that the anther contains the grains of pollen or male cells.
Direct students to press the anthers gently against a piece of black paper and make a pollen
print.
9. The teacher leads a discussion with students about the fact that pollen is carried from flower
to flower by bees, wasps, birds, wind, etc. The flower for fertilization needs pollen.
10. Direct the students back to their dissected flower. Locate the female part of the flower called
the pistil. Tell the students it is made of three parts: the stigma, style, and ovary. Explain to
the students that the ovary is the part of the flower where the seeds are produced.
11. Next remove the pistil from the flower and observe. Direct students to notice that the stigma
is the sticky upper end to which pollen grains cling. Tell students the stalk-like style is the
passageway for the pollen tub to grow down to the ovary. After the stigma receives the
pollen, fertilization follows. The pollen grains grow tubes down the pistil into the ovary,
which contains the ovules with their egg cells. The male pollen nucleus from the pollen tube
and the egg cell of the ovule unite in fertilization. When this occurs, a seed begins to develop
and grow. After fertilization, the ovary matures into a fruit that helps protect the seeds that
developed from the ovules. Tell students to sketch, count, measure, and record the
information on the worksheet.
12. Instruct the students to open the split pistil lengthways and look inside the ovary. Tell the
students that the objects they see are ovules and they become seeds. The ripened ovary plus
the seeds is called the fruit. Have the students open a pea pod (the pod is the ovary and the
peas are the mature ovules).
13. Instruct the students to use the back of the recording sheet to briefly explain the main
function of each part of the flower.
Discussion:
1. What is the part of the flower where the seeds develop? (Ovary)
2. What is the male reproductive part? (Stamen)
3. What is the purpose of a flower? (To produce seeds)
4. Name a couple of ways that pollen is scattered to other flowers? (Bees, wind, etc.)
5. What are the three sections to the female part of a flower? (Ovary, style, stigma)
6. What is the advantage of the stigma’s being sticky? (Pollen will cling better)
7. If you took a flower apart, what four parts might you find?
Extensions:
1. Cut open an apple and have the students observe the seeds. The seeds are contained in the
ovary. The receptacle, or base of the flower, is the fleshy part we eat.
2. Use a rose to examine the ovary and ovules. When you cut open a rose and a rose hip
(seedpod), the undeveloped ovary and the mature ovary and seeds can be seen at the same
time.
3. Discuss and list the student’s ideas for everyday uses of flowers.
4. Plant the seeds of flowering plants and observe how the plants grow.
5. Have the students collect different flowering plants, identify the major parts, and draw the
flowers, showing the pistils and stamens in each.
Lesson Topic: Human Uses of Plants
Expectations:
Students will:
Science Skills:
1. Describe ways in which humans use plants for food, shelter, and clothing.
Language Arts Skills:
1. Express clear responses to written materials, relating the ides in them to their own knowledge.
2. Write materials that show a growing ability to express their points of view and to reflect on their
own experiences.
Teacher Materials:
1. "Why Study Plants" Sheets, Brainstorm Sheets
Student Materials:
1. Pencils
Preparation:
1. On the teacher's desk will be a piece of paper, cotton cloth, and bottle of maple syrup. The
students will be asked to write down what they think the 3 objects have in common.
2. As a guided reading activity, students and teacher will read the sheet "Why Study Plants".
Activity:
1. In partners, students will brainstorm the different ways plants can be used.
2. Ideas will be written down on the activity sheets.
3. Students will be encouraged to find plant products that are in the classroom.
Discussion Questions:
1. As a class, students will discuss the different plant uses they have brainstormed.
2. Students will discuss how we use particular types of plants.
Application/Extension:
1. Students will write a thank you letter to a plant of their choice. In the letter, they will indicate
how they and their family use the plant and why they need and/or like to use it.
Lesson Topic: Human Uses of Plants
Expectations:
Students will:
Science Skills:
1. Describe ways in which humans use plants for food, shelter, and clothing.
2. Describe various settings in which plant crops are grown.
3. Describe ways in which plants and animals depend on each other.
4. Demonstrate an awareness of ways of caring for plants properly.
5. Describe ways in which humans can protect natural areas to maintain native plant species.
Visual Art Skills:
1. Produce two- and three- dimensional works of art that communicate ideas for specific purposes.
Language Arts Skills:
1. Communicate ides and information for specific purposes and to specific audiences.
2. Produce pieces of writing using a variety of forms.
Teacher Materials:
1. Various pictures of plants in their crop settings, several magazines, paper.
Student Materials:
1. Scissors, pencil crayons.
Preparation:
1. Review reasons as to why people need plants.
2. Display pictures of trees in a forest, cotton plants ready to harvest, and corn plants in a field.
3. Discuss how these and other plants are grown and how humans use them.
Activity:
1. The teacher will label a bulletin board into 5 different sections: Homes, Clothing, Food, Beauty,
and Things We Use.
2. Students will cut out or draw pictures of things that come from plants and place them under the
correct heading.
Discussion/Questions:
1. Discuss the pictures in the collage. Is there anything that can be added to any of the sections?
2. As a group, discuss what would happen if we did not have plants or plant products.
3. How can we properly care for plants to ensure that the disappearance of plants doesn't occur?
Application/Extension:
1. Students will write how their everyday lives would be impacted if all of the plants disappeared
and how they will do their part to ensure this does not happen.
Lesson Topic: Uses of Plants
Expectations:
Students will:
Science Skills:
1. Describe various plants used in food preparation.
2. Identify the parts of a plant that are used to produce specific products for humans.
3. Identify some functions of different plants in the local area.
Drama Skills:
1. Solve problems presented in different kinds of dramatic situations through role-playing and
movement.
2. Demonstrate the ability to concentrate while in role in drama.
Teacher Materials:
1. Various labelled pictures of plants
Student Materials: N/A
Preparation:
1. Students will review different types of plants and their uses.
2. To warm-up, students will take turns giving clues about what they had for breakfast. Others
must guess the plants and plant part that the foods came from.
Activity:
1. Students will reach into a box and pull out a labelled picture of a plant.
2. The students will role-play a way in which that plant can be used.
3. The object/action will be passed on to another person who will then put that plant back in the
box and select a new plant card.
4. The role-play will continue until everyone has had a turn.
Discussion/Questions:
1. Discuss the different plant objects/actions that were role-played.
2. Were there other role-plays that could have been done for each plant?
Application/Extension:
1. Through improvisations, identify some functions of different plants in the local area.
Bibliography
Reference Books:
Atkin, J.M. and Burnett, R.W. (1959). Working with Plants. Toronto: Holt, Rinehart and
Winston.
B.C Teachers’ Federation Lesson Aids Service. (1997). Seeds and Plants. Vancouver, BC
Gold, C. (1991). Science Express: An Ontario Science Centre Book of Experiments. Toronto,
ON: Kids Can Press Ltd.
Gold, C. (1994) The Jumbo Book of Science: 136 of the best experiments from the Ontario
Science Centre. Toronto, ON: Kids Can Press Ltd.
Hickman, P., and Collins. (1996). The Kids Canadian Plant Book. Toronto, ON: Kids Can Press
Ltd.
Hoover, E. and Mercer, S. (1990). Primarily Plants. Aim Activities grades K-3. California:
AIMS education Foundation.
Kaner, E. (1991). Sound Science: A Science Activity Book. Toronto, ON: Kids Can Press Ltd.
Mitchell, P. (1990). Plants. Vancouver:Vancouver School Board.
Wood, R.W. (1991). Science for Kids: 39 Easy Plant Biology Experiments. TAB Books:
Pennsylvania.
Story Books:
Hickman, P. (1997). A Seed Grows – My First Look at a Plant’s Life Cycle. Toronto: Kids Can
Press Ltd.
Vanderlinden, K., and Gold, C. (1994). Plants: An Ontario Science Centre Book. Toronto, ON:
Kids Can Press Ltd.
Journal Articles:
Cunnington, Y. (1999). Glorious spring bulbs:…creating artful combinations that will
warm winter-weary souls. Chatelaine, 72(10), 154-159.
Ogura, N. (1998). Early Bird Blooms: often called “nature’s guaranteed miracles,’ bulbs
are a spring garden’s saving grace. Modern Woman Magazine, 6(8), 67-68.
Websites:
http://www.teachers.net/lessons
http://educ.queensu.ca/~science/main/concept/biol/b10/B10CDCG2.htm
http://lessonsplanspage.com
http://www.biochem.uwo.ca/oso/default.html
http://www.utm.edu/departments/ed/cece/SAMk8.shtml
http://www.ipl.org/cgi-bin/youth/youth.out.pl?sub
Video Production:
The Magic Lantern Video Collection. (no date). Science – Plants and Animals Program 338.
Oakville, ON: Magic Lantern Communications Ltd.
The Magic Lantern Video Collection. (no date). Science, Nature Through the Seasons #347:
Garden Plants and How They Grow. Oakville, ON: Magic Lantern Video
Communications Ltd.
The Magic Lantern Video Collection. (no date). Science, Ecology for Beginners #337: Why
Plants Grow Where They Do. Oakville, ON: Magic Lantern Video Communications Ltd.
Sites and Resources Persons:
Niagara Parks Botanical Gardens, Niagara Falls, Ontario. Phone Contact: Visitor Information
(905) 371-0254
Total:
/34
Name: _____________________
Test Number One
Seeds and Bulbs
1. Located inside every seed case is a(n) ______________.
2. The cotyledon is the ________ ___________. They are the ___________ attached to the
embryo.
3. When a seed grows one part becomes the _________ and the rest becomes the _______ and
____________.
4. List 3 ways plants have invented to spread themselves:
1) __________________________________________
2) __________________________________________
3) __________________________________________
5. What does Germination mean?
____________________________________________________________________.
6. The 5 things that are needed for a plant to grow successfully?
1. __________________
2. __________________
3. __________________
4. __________________
5. __________________
7. What is the process called by which leaves produce their food?
___________________________
8.
In the winter the bulb dies underground:
True
or
False
9. Which seed is the largest?
a) Sunflower
b) Corn
c) Kidney
d) Lima
e) Garbanzo
10. Name a large fruit or vegetable that has large seeds.
_____________________________
11. Name a small fruit or vegetable that has a large seed.
_____________________________
12. Label the diagram below.
13. Seeds develop from which part of the plant?
a) Flower
b) Leaf
c) Root
d) Stem
14. To find out whether seeds grow better in the light or dark, you could put some seeds on
pieces of damp paper and…
a) keep them in a warm, dark place
b) keep one group in a light place and another in a dark place
c) keep them in a warm, light place
d) put them in a light or dark place that is cool
15. Label the diagram by drawing an arrow from the word to the correct part of the plant.
Bud
Stem
Root
Soil
Leaf
16. If a plant doesn’t get sunlight it cannot produce _____________.
17. Which soil is best for growing plants?
a) playground soil
b) clay
c) potting soil
d) sand
Why? ____________________________________________
Total:
/13
Name: ___________________________
Test Number Two
Roots and Stems
1. Give two functions for roots:
1. _________________________________________
2. _________________________________________
2. What is the difference between a taproot and a fibrous root?
________________________________________________
________________________________________________
________________________________________________
3. Why would a tree need a taproot, while grass or weeds don’t?
________________________________________________
________________________________________________
________________________________________________
4. Number the boxes below as 1,2,3,4 to show the correct order of the growth and reproduction
of the plant below.
5. Name one vegetable that is an example of a taproot.
________________________
6. Check ( ) the boxes beside the two statements below which describe the functions of the
stem:
The stem supports the plant
The stem produces the seeds
The stem controls breathing
The stem carries water to the leaves
7. Give two examples of stem vegetables:
a) ______________________________
b) ______________________________
Total:
/31
Name: ___________________________
Test Number Three
Leaves
8. Identify the main parts of a leaf and decide how each leaf should be grouped (Compound or
Simple).
This is a ______________ leaf
9. What structures do all leaves have in common?
____________________________
____________________________
____________________________
____________________________
10. What do angiosperms produce?
This is a ____________leaf
_________________ and ___________________
11. Gymnosperms are _______________ and ________________ that produce uncovered seeds
(i.e. pine cones).
12. Match up the main parts of a flower listed below with the letter identifying the part.
Stem
Sepals
Petals
Stamen
Pistil
Receptacle
13. Why do plants have flowers?
__________________________________________________________________.
14. Name two ways that pollen is carried from flower to flower:
a) ____________________
b) ____________________
15. Which part of the flower produces the seeds?
a) Stigma
b) Ovary
c) Style
d) Sepals
16. After fertilization, the ovary matures into a ________________ that helps protect the seeds
that developed.
17. Match up the flower part to its function by connecting them with a line.
Flower Part
Function
Petals
Produces Pollen
Anther
Protect flower before it opens
Stigma
Sticky area that catches pollen
Sepals
Colour to attract birds and insects
Total:
/24
Name: ___________________________
Test Number Four
Humans and Plants
1. Name three things that a plant can provide a person with.
1) __________________________________________
2) __________________________________________
3) __________________________________________
2. For each of the following plants, name two food productions that result from their
processing:
1. Tomato: ______________________
_______________________
2. Apple: _______________________
_______________________
3. Peanuts: _______________________
________________________
4. Give two reasons why the young trees in this diagram will have difficulty growing.
5. Complete the following table by putting a check mark ( ) in the box which shows which part
of a plant performs the function at the left.
FUNCTION
ROOT
STEM
LEAF
FLOWER
Takes water from
the ground
Produces seeds
Carries water to
the leaves
Absorbs sunlight
Anchors the plant
to the ground
Attracts insects
Supports the plant
Provides food for
animals
6. Draw a line from the plant behaviour in the left column to a matching characteristic in the
right column.
PLANT BEHAVIOUR
Roots absorb water and minerals
CHARACTERISTICS OF
LIVING THINGS
Living things reproduce themselves
Leaves give out oxygen
Living things breathe
Leaves turn toward the sun
Living things need food
The size of a plant changes
Seeds can create new plants
Living things grow
Living things react to their
environment
Rubric
Classwork on Growth and Changes in Plants Unit
1/5
2/5
3/5
4/5
5/5
Task not fully
completed
No
comprehension
of the activity
The
performance
does not
satisfy a
significant
number of
expectations
Contains
errors
Poor quality
The
performance
meets many of
the
expectations
but still has
areas that
need
improvement
The
performance
completely
meets the
expectations
Limited
number of
errors
All of the
criteria are
met and the
performance
exceeds the
expectations
for the task
Additional
effort and/or
outstanding
features are
shown
Rubric
Notebook/Portfolio for Growth and Changes in Plants Unit
P1
Poor
organization
Little or no
effort
extended in
upkeep of
notebook
including
neatness and
colour
P2
Some
organization
Some effort
in neatness
and colour
P3
P4
Clear
organization
Demonstrates
good effort in
neatness and
colour
Extremely
clear and
concise
arrangement
of materials
Outstanding
organization,
neatness and
colour
Learning Skills
Student:
Grade/Class:
Skill
Communication with others
Initiative
Homework Completion
Use of Information
Cooperation with others
Conflict Resolution
Class Participation
Independent Work
Comments
Term: ______
Record the number of times each student demonstrates the desired attitudes
during the observation period
Name
1.
2.
3.
4.
5.
6
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Is
Curious
Is openminded
Safely uses
Materials
Appropriate
measurement
techniques
used
Makes
Predictions
Self-Evaluation
Name: __________________________
Participated fully
Never
1
Sometimes
2
Usually
3
Always
4
Co-operated fully
1
2
3
4
Followed directions well
1
2
3
4
Listened to others
1
2
3
4
Stayed on task consistently
1
2
3
4
Learned new information about
Growth and changes in plants
1
2
3
4
Kept a positive attitude
1
2
3
4
Helped others when needed
1
2
3
4
Total:
/32