Seeds and

PlantsA Science

Unit for K-1By Jenny Mitchum

& Amy Hadden

Evangel UniversityRDG 513

April 22, 2010

Content Goals/Objectives• Science GLE’s

– Use the five senses to gather information about the structure and behaviors of plants…(SC 3 1.3, 1.6)

– Identify the basic needs of most plants (i.e., air, water, light) (SC 3)– Predict and investigate the growth of plants when growing conditions are

altered (e.g., dark vs. light, water vs. no water) (SC 3)– Identify and compare the physical structures of a variety of plants (e.g., stem,

leaves, flowers, seeds, roots) (SC 3)– Identify the relationships between the physical structures of plants and the

function of those structures (e.g., absorption of water, absorption of light energy, support, reproduction) (SC 3)

– Identify ways humans depends on plants…for food… (SC 4)– Raise questions about objects, materials, organisms and events in the

environment (SC 7 1.1, 1.2)– Observe using simple tools and equipment (hand lenses, etc.) (SC 7 1.4)– Use observations to describe relationships and make predictions (SC 7 1.7)– Communicate observations using words, pictures and numbers (SC 7 2.1)

Content Goals/Objectives• Reading GLEs

– Develop vocabulary through text (CA 2, 3 1.5, 1.6)– Develop and apply, with assistance, pre-reading strategies to aid

comprehension (CA 2, 3 1.5 & 1.6)– Identify connections between: text ideas ---similarities and differences in

various fiction and non-fiction works, and own experiences (CA 2, 3, 7 1.5, 1.6)– Use details from nonfiction text to ask questions, to clarify understanding and to

recognize important information in text. (CA 3 1.6, 2.4, 3.5)– Read and follow a simple direction to perform a task (CA 3 1.5, 1.6)– Follow a writing process to brainstorm and record ideas in written form (CA 1, 4

1.8, 2.1, 2.2)– Print upper- and lower-case letters legibly, using left-to-right, top-to-bottom

directionality and correct spacing between letters and words (CA 1 1.6, 2.2 )– Plan and tell an idea through pictures and words using factual information,

with teacher assistance (CA 4 1.8, 2.1)– Listen for information (CA 5, 6 1.5, 1.6, 1.10)– Speak clearly when sharing ideas and asking questions in small and large

groups (CA 1, 6 2.1, 2.3 )

Big Ideas

• Seeds grow into plants as part of a predictable lifecycle.

• Plants are living things that have specific needs.

• Plants have parts with specific functions that help them survive.

National Science Education Standards:

Systems, order, and organization

Instructional Methodologies• Whole Group

– Demonstration – Direct teaching– Discussion, Prediction, Brainstorm– Discovery learning– Read alouds– Technology – Music– Game

• Cooperative learning– Small groups– Partner– Hands-on experiments

Reading Strategies

• Comprehension Strategies:– Make connections (to text, to self, to life)– Ask questions (“Do I know something about

this already? What predictions do I have?”)– Set a purpose for reading– Text features (bold print, captions, etc.)

• Graphic Organizers

• Scientific Notebook (journal)

Lesson 1: What Are Seeds?

Think-Pair-Share: Have you ever seen a seed before? What did it look like? What are they used for?

Lesson 1: What Are Seeds?

Set purpose for reading: Remind students that nonfiction text is read to obtain information. After reading, they will need to share what they have learned.

The teacher leads the class in a directed reading of the nonfiction text Seeds by Melving & Gilda Berger while pointing out text features such as keywords, labeling, etc.

Lesson 1: What Are Seeds?

Graphic Organizer: Each student shares one fact from the book to add to the flower-shaped graphic organizer.

Teacher writes facts on flower petals.

Life connection:Show a peanut. Is this a seed? Students discuss other seeds they have seen/eaten.

Lesson 1: What Are Seeds?

Text: Skim Seeds by Ken Robbins to see pictures of seeds and their plants.

Small group activity: Students match picture flashcards of a seed to its plant/fruit.

Scientific Notebook: Illustrate and label a plant or fruit and its seed.

Lesson 1: What Are Seeds?

Lesson 2: Helpful, Harmful & The Tiny Seed

•Small group discussion/illustrations: Using large butcher paper, students brainstorm to create a chart of items/situations that could hurt a seed. •Share charts; discuss.

Lesson 2: Helpful, Harmful & The Tiny Seed

•Whole group: Picture cards containing items that can help or hurt a seed are placed in the top section of a pocket chart.

•Think-Pair-Share: What is one picture in the chart that shows something that will help a seed grow?•Read The Tiny Seed by Eric Carle, modeling before, during and after reading comprehension strategies. •Kinesthetic chart: Each student has one picture and must determine whether it is helpful or harmful to seed growth and must go to the appropriate side of the room labeled “helps” or “hurts.”

Lesson 2: Helpful, Harmful & The Tiny Seed

•Scientific Notebook: Write and/or illustrate three things that can hurt a seed.

Lesson 2: Helpful, Harmful & The Tiny Seed

Lesson 3: Experiment-Plant Needs

•Read a loud: Plant Secrets by Phyllis Limbacher Tildes

•Partners: Complete the recall activity page to cut, glue and categorize the pictures as helpful or harmful.

Each student writes one sentence about each category. (Collect to check for understanding.)

•Technology:Brainpopjr.com Plant Life Cycle movie

Lesson 3: Experiment-Plant Needs

•Whole group: What Do Plants Need Experiment? (No air, no soil, no water, or air, soil and water)

•Prediction graph: Which plant will have grown the tallest after 2 weeks? Use butcher paper, die-cut flower shapes with students’ names.

Lesson 3: Experiment-Plant Needs

•Scientific Notebook: Complete the sentence: The plant with _____ will be the tallest because__________.

•Small group reading: During notebook time, teacher leads ability groups in either take-home-book “Seeds” or plant reader’s theater.

Lesson 3: Experiment-Plant Needs

Lesson 4: Plant Parts

•Technology: Grow a flower at starfall.com. Students read text with computer to choose a plant to grow and review plant needs and growing sequence.

•Plant Needs Labeling Project: Students review plant needs by writing the correct word on each leaf illustration (water, air, etc.).

Lesson 4: Plant Parts

•Book Diagram: Revisit Seeds book and look at pages 20-21 plant parts

•Song: Learn Dr. Jean’s Parts of a Plant Song (tune of Head, Shoulder, Knees and Toes) to review flower, stem, leaves and root.

•Game: Play Simon Says. (Teacher says “roots” and students touch feet; touch neck for “stem”, arm for “leaf” and head for “flower.”)

Lesson 4: Plant Parts

•Construct Diagram: Create a door plant diagram using handprints for petals and add to teacher-made roots, stem and leaves. Have four volunteers label: flower, stem, leaves and roots on sentence strips.

•Scientific Notebook: Use a room resource to make your own plant diagram. Label.

Lesson 4: Plant Parts

Idea and picture from Mrs. Fischer’s www.kinderthemes.com

Lesson 5: The Root of it All

Lesson 5: The Root of it All

•Choral Reading: Use an Elmo or scanned versions on the book I Am a Seed by Jean Marzollo to review plant concepts.

•Review: Revisit the diagram on Seeds pg 20-21. Locate roots.

Photo from www.francisav.com

Lesson 5: The Root of it All

•Read Roots by Vijaya Khisty Bodach

•Five Senses Exploration: Root Guessing Game w/carrot, radish, flower. Use five senses to explore the following roots: carrot, radish, flower.

Lesson 5: The Root of it All

•Share-the-pen to complete “This is a _____________” for each plant.

•Scientific Notebook: Give an example of a root that we eat. Illustrate.

Lesson 6: Flowers, Stems, Leaves

& Their Purposes

•Graphic Organizer: Students construct a whole-class, two-column graphic organizer to organize information.

•Students brainstorm the purpose or “job” of each part: flower, stem and leaves •Teacher writes their ideas below the “What We Think” heading. •Read aloud excerpts from Flowering Plants by Chris Oxlade to find information. •After reading, the class revisits the graphic organizer to complete the “What We Know” heading.

Technology: Brainpop jr.website Parts of a Plant to review.

Lesson 6: Flowers, Stems, Leaves & Their Purposes

•Hands-on: Pre-cut flower or a stalk of celery are placed in a clear vase with dark food coloring mixed in the water.

•Scientific Notebook: What do you think will happen to the flower/celery in the food coloring?

Lesson 6: Flowers, Stems, Leaves & Their Purposes

Lesson 7: Up Close & Personal •Hands-on: Students use handheld lenses to examine a flower.

•Scientific Notebook: Illustrate what you see through the lens. Label.

•Workshop groups: Observe the results of the What Do Plants Need experiment.

•Students revisit the whole-class prediction graph and each student evaluates whether his or her hypothesis was correct. •Teacher engages students in discussion on why the plants not receiving light, soil, water or air did not grow.•Students complete observation worksheet to record results of experiment.

Lesson 8: Putting it All

Together

Lesson 8: Putting it All

Together

•Group Poster Project: Students choose to illustrate and/or write what that they have learned about plants during the study. Teacher gives small groups stacks of nonfiction texts about plants to aid in their plant posters.

•Small group reading: During project time, teacher again leads ability groups in either take-home-book “Seeds” or plant reader’s theater in preparation for performance.

Lesson 9: Presentation and Celebration Feast

•Performance: Students share their posters and practiced readings for the class.

•Final Assessment: Draw/label plant parts and needs.

•Celebration Feast: Students bring approved fruits, vegetables and seeds to share!

Additional Resources•Nonfiction:

•Real World Science: Plants by Elizabeth Silverthorne (glossary, content page, vocabulary words)

•A Seed Grows: My First Look at a Plant’s Life Cycle

by Pamela Hickman & Heather Collin

•A Fruit is a Suitcase for Seeds by Jean Richards

•Looking at Plants: Plants and Life by Sally Morgan

•Looking at Plants: Plants and People by Sally Morgan

•What Kinds of Seeds Are These by Heidi Bee Roemer

•A Kid’s Guide to How Plants Grow by Patricia Ayers

•Fiction:

•Sam’s Sunflowerby Jillian Powell & Johanna Boccardo

•Franklin Plants a Treeby Paulette Bourgeois & Brenda

Clark

•Tom’s TreeBy Gillian Shields

•Thea’s Treeby Alison Jackson

•A Promise is a Promiseby Eve Tharlet

•Ten Seedsby Ruth Brown

For a printable version of this unit of study, click here.

Artwork for this presentation provided byMicrosoft Clipart .Book cover art was scanned by the creators of this presentation.