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Grade Level(s): 3 - 4
Subject(s): Science
Learner Outcomes:
The students will be able to:
* identify the four basic parts of a plant.
* locate and identify the five basic parts of a flower.
* understand the function of the parts of a plant.
* name at least two types of food we get from each plant
part.
Duration of Lesson: This lesson will take approximately four to five lessons.
Materials:
* an example of a flowering plant such as impatiens for
demonstration
* overhead and transparencies with parts of a plant and
flower labeled, also a photo-copy of the parts of a flower for each student
* simple flower, tweezers, and magnifying lens for each
pair of students
* poster board 8" x 12" for each pair of students
* an empty chart form for categorization activity
* fruits and vegetables for demonstration and salad activity
Technology Tools/Courseware:
* computer with internet access and either an overhead
LCD panel or TV display if possible
Teacher Notes:
* The only health factor would be to make sure you are
aware of any food allergies in your class.
Procedures:
* The lesson will be introduced through use of the overhead
on plant parts and a demonstration with a flowering plant. Through observation,
teacher lecture and class discussion, the students will be given information
on the basic types of roots (deep, shallow, and tuberous), stems (stiff
and woody, soft and bendable), leaves (smooth, notched, lobed and toothed),
and flower. A later lesson will be given on leaves, so at this point it
will be simply kept to the general shape and function. Questioning may
include: "Which type of root system does this plant have?" "Can you give
examples of plants with a stiff, woody stem?" "Which type of root system
does this plant have?" "What other plant root systems have you observed?"
"How many petals does this flower have?" "Can you think of a plant with
more (less) petals?" "What would happen to the plant if the leaves were
removed? Why?"
* The next day, the students will be instructed, again
through the use of an overhead transparency, teacher lecture and class
discussion, on the parts of a flower and the basic function of each part.
Suggest topics for discussion would include: "Why are petals brightly colored?"
"Why do some flowers smell pleasant and others unpleasant?" "Why is a stigma
sticky?" "What is the purpose of a sepal?"
* The following day, using a copy of the overhead as
a guide, have the students in pairs, using tweezers, carefully take apart
a simple flower (such as a tulip or poppy) and glue each part to the 8"
x 12" piece of posterboard. The students should then label each part and
prepare their demonstration for display. They will use a magnifying lens
for close examination of these parts.
* On the fourth day, review the parts of a plant from
the first lesson and show different fruits and vegetables to the students.
It may be more practical to use pictures for some. Have the students compile
a chart categorizing each as to the correct plant part. Show the Internet
site for the virtual
salad. This may be done with an overhead LCD panel or TV display if
possible. If not, set aside time either in a computer lab situation or
rotation at a classroom station. Also, during computer lab time, allow
the students to explore the Great
Plant Escape site for other interactive lessons. Instruct each child
to bring a root, stem, leaf, or flower to prepare a salad the following
day. You may want to assign 1/4 of the class to each group to get a decent
representation of each plant part.
* The final lesson will be initiated by a review of the
plant parts by having the students present their contributions while the
class identifies which plant part it represents. Then allow students to
sample the "fruits of their labor."
Modifications: During the flower dissection activity, it would be prudent to pair any visually or fine motor impaired students with students who will be able to assist them.
Enrichment Activities: At the conclusion of the salad activity, the students could write a sensory experiential story about their observations. A more creative twist would be to have them write with the story starter: "My day as a leaf (root, stem, flower)"... Older students may be given the assignment to collect and label a variety of each plant part either in picture form from magazines or in actual samples.
Evaluation / Assessment: Informal assessment can be done during the review questioning, the product display of their flower dissections, and the chart of vegetable classification. Individual evaluation could be done by giving the students a photocopy of the overheads and having them supply the labels. Further questioning as to the functions of the parts of the plant and flower could be done either through open-ended questions or multiple-choice format.
State IGOs:
Grade Three Science: 3.3, 3.6, 3.7, 3.10, 3.11,
3.14, 3.16, 3.17, 3.19, 3.22, 3.25, 3.27, 3.28, 3.30, 3.31, 3.35, 3.36,
3.40, and 3.82
Grade Four Science: 4.6, 4.9, 4.11, 4.16, 4.17,
4.18, 4.27, 4.28, 4.30, 4.34, 4.37, 4.39, 4.42, 4.77, and 4.81
Job / Career Clusters:
References:
Meet
the plants parts and build a salad
Schwartz, Linda; Plants, The Learning Works, 1990, pp. 5 - 18.
Korman, Justine; All About Plants, Scholastic, 1993.
Bates, Ramona; Flowers and Seeds, Carson Dellosa
Publishing, 1994.
Author: Catherine
A. Thompson
Alderson Elementary School
P.O. Box 489
Alderson, WV 24910
