Lesson Topic: The Wonderful World of Plants
Estimated length of lesson: 3 days; 30-35 minute lessons
3-4 Various plants e.g. vegetable, flower, house plant etc.
Kuchalla, Susan. All About Seeds.
Spray bottle containing water
Back, Christine. Bean and Plant
Overhead transparency of Parts of a Plant (Appendix A)
Lima bean seeds; 4 each
Plant Observation Journal (plain white paper)
Pencils and crayons
Parts of a Plant worksheet (Appendix B) 1 for each student
9x12 size construction paper (any color)
Concept: To comprehend the process in which seeds sprout, and be aware that seeds grow into plants. Children will place lima bean seeds in a Ziploc bag with a damp cotton ball, and place them in sunlight.
Alignment with Standards: Life Science
2a: Different types of plants and animals inhabit the earth. As a basis for understanding this concept, students know how to observe and describe similarities and differences in the appearance and behavior of plants and animals.
2c: Students know how to identify major structures of common plants and animals (e.g., stems, leaves, roots, arms, wings, legs).
Objectives: Through participation in this lesson, students will. . .
Demonstrate an understanding of how seeds sprout, and be aware that seeds grow into plants.
Understand that seeds need water, sunlight, and nutrients to sprout.
Be aware that:
Plants are living things.
Plants have roots, stems, leaves, flowers, and seeds.
Seeds of plants will only reproduce the same plant.
Some seeds are edible.
Some plants are a source of food.
Edible plants are called fruits and vegetables.
Lesson 1: Introduction to Plants
The lesson will begin by showing students a variety of plants. Talk briefly about each plant and ask the children about the color, texture, and leaves. Then have the students brainstorm all of the things they know about plants and record this information on the KWL chart. Next, ask what they want to learn about plants, and record their responses on the KWL chart. Finally, ask students how they can tell whether something is living or non-living, and write their responses on a piece of chart paper. Show objects or pictures of objects (make sure to show some plants) and ask students to determine whether it is living or non-living.
Lesson 2: What Plants Need to Grow
Begin with an activity that will get students excited and eager to learn more about the wonderful world of plants.
Write each child's name on a Ziploc bag. Have each student place a slightly damp cotton ball in the bag then add four lima beans. Seal the bag, and tape it in the window. They should sprout nicely in the sun, but may mold if they do not receive adequate sunlight. The children will speculate about what will happen to the seeds then draw their predictions on a piece of paper. The children will observe the seeds over the next week to watch the seeds sprout. Next, read the book Now I Know All About Seeds. Follow with a discussion on plant needs to check for understanding. Explain that some seeds are edible, and that seeds of plants will only reproduce the same plant.
Lesson 3: Plant Parts
Read the book Bean and Plant to the class focusing on the pages that explains the parts of a plant. Next, display the overhead transparency of Parts of a Plant. Introduce how plants have different parts: Roots -- holds the plant in the ground and absorbs water and nutrients from the soil. Stem -- carries the water and nutrients to the rest of the plant. It also helps support it and direct the leaves towards the sunlight for them to produce the food source for the plant. Leaves -- make food for the plant. Flower -- make the seeds to make new flowers. Finally, to reinforce what they have just learned have students color and cut out the parts of a plant (Appendix B) then paste the label next to each part.
Closure: As the lima beans begin to sprout, discuss if what the children had predicted was true or not true. The lesson will come to a close once their lima beans have sprouted and begin to show roots. They can then take them home and replant them in their garden to enjoy.