Seeds and Plants

A Science Unit for K-1

By Jenny Mitchum & Amy Hadden Evangel University RDG 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 and apply, with assistance,

pre-reading strategies

to aid comprehension (CA 2, 3 1.5 & 1.6) –

Develop vocabulary

through text (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?

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?

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.

Lesson 1: What Are Seeds?

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.

Graphic Organizer

: Each student shares one fact from the book to add to the flower-shaped graphic organizer . Teacher writes facts on flower petals.

Lesson 1: What Are Seeds?

Life connection:

Show a peanut.

Is this a seed?

Students discuss other seeds they have seen/eaten.

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.

Lesson 1: What Are Seeds?

Scientific Notebook:

Illustrate and label a plant or fruit and its seed.

Lesson 2: Helpful, Harmful & The Tiny Seed

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 3: Experiment Plant Needs

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 4: Plant Parts

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.

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

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 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

•

Fiction:

•

Sam’s Sunflower by Jillian Powell & Johanna Boccardo

•

Franklin Plants a Tree by Paulette Bourgeois & Brenda Clark

•

Tom’s Tree By Gillian Shields

•

Thea’s Tree by Alison Jackson

•

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

•

A Promise is a Promise by Eve Tharlet

•

Ten Seeds by Ruth Brown

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

Artwork for this presentation provided by Microsoft Clipart .

Book cover art was scanned by the creators of this presentation.