Title: Parts of a Plant
Grade Level(s): 3 - 4
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.
* 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
* computer with internet access and either an overhead LCD panel or TV display if possible
* The only health factor would be to make sure you are aware of any food allergies in your class.
* 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.
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:
Meet the plants parts and build a salad
The Great Plant Escape
Schwartz, Linda; Plants, The Learning Works, 1990, pp. 5 - 18.
Korman, Justine; All About Plants, Scholastic, 1993.
Bates, Ramona; Flowers and Seeds, Carson Dellosa
Alderson Elementary School
P.O. Box 489
Alderson, WV 24910
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Overview Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5