What might happen if we did not plant a seed in soil? PA.SCI.3.3.4.B Know that living things are made up of parts that have specific functions.2. I will also be reading their list of the five things they learned. Grow Flower, Grow! Give each of the students an index card. Sometimes songs help me remember information that I need to know. PA.SCI.3.2.4.C.2 Design an investigation.3. Explain (1): 1. PA.ENV.4.7.4.B.2 Explain what happens to a living thing when its food, water, shelter or space is changed. Upon completion of this lesson, students will be able to: 1. outline the parts of a plant 2. label the parts of a plant PA.SCI.3.3.4.A.1 Identify life processes of living things Arts and Humanities 1. PA.SCI.3.3.4.B.2 Determine how different parts of a living thing work together to make the organism function. This gives the students an opportunity to apply their knowledge independently, and I find that giving students application activities builds memory. Cut out the circle on the dotted lines. Closure (Elaborate): 1. Science 1. Memorize a song for the parts of the plant using body movements to demonstrate the parts. 2. Have everyone bring their Treasure Hunt homework to the carpet. We will use the graphing program to make our people graph into a pictograph. Infer what plants need based on the information from the text.2. PA Standards: Environment 1. 3. Give each table group a piece of newspaper. Tell students to put their names on the front of the journal. On the overhead, place a diagram of the flower. The last part of the lesson involves an activity where the students share their illustrations with the class and explain their work. PA Standards: Reading 1. He used to sit in his garden and paint. Writing 1. Put the plant diagram on the overhead. I will demonstrate how to complete the picture step by step as the students do it with me. This means that he didn’t paint the tiny details, he painted the big picture. Read the skit aloud to the students. I will read aloud a scenario about plants and how they make their food. What part of the plant might this vegetable be? Explain: 1. Math 1. Each morning I will ask someone to help me uncover the next seed. Read A Seed is Sleepy by Dianna Hutts Aston. PA.AH.PPE.9.1.3.E.A.2 Theatre: scenario Anticipatory Set (Engage): 1. Give them a few minutes to look through the book and check out the pictures of the different plants. Give each corner an item in the category. 2. PA.ENV.4.7.4.B.1 Explain how specific adaptations can help a living organism to survive. Learning from text is kind of a new concept in the primary grades, since many students are still learning to read. After everyone has guessed, have students take out their plant journals and fill in the class graph at the top of the page. Explain that they need to finish the sentence about what they would do in their sunflower house. Show students the potato. After the video, review how pollen travels from one flower to another. Explain that today we are going to do an experiment with soil. Camera with hook-up to television and computer, Objectives:  Students will… 1. Know what plants need to survive.4. The students will line up in the line of the seed they liked the most. Dissect their seed to observe what is inside.3. Materials to make a grass creature    a. Have the students help fill the cups with the mixtures. Roots. Add the answers to our big book. Magnifying glass, Objectives:  Students will… 1. If they do not, give them another seed. Fold over both tips of each piece of yellow pipe cleaner. PA.ENV.4.8.4.D.1 Identify items used in daily life that come from natural resources. 6. Have each student place their “seeds” (cotton balls) in the center of the carpet. Explain that one plant will receive sun, water, and air. He has many, many paintings of water lilies. 4. Just like the children in the story, we are going to plant several seeds and dig them up throughout the next couple of weeks as they start to grow. The objectives should not be in any order. PA.ENV.4.2.4.B.3 Identify the sources of manmade products. BetterLesson reimagines professional learning by personalizing support for educators to support student-centered learning. After reading the text they label the parts to their plant. Have students complete the “Packet of Plants” activity. Explain:1. We will watch a short video on the process of photosynthesis from United Streaming. After everyone is finished, gather them on the back carpet. We will watch the Power Point slideshow of the pictures of the lima bean seeds growing. Tell the students that we get a lot of the vitamins and minerals that our body needs from fruits and vegetables. Construct and observe an experiment with four plants with each not receiving one of its needs.5. Then they need to put a hole in the soil with their finger. PA.ENV.4.6.4.B.2 Explain the carbon dioxide/oxygen cycle (photosynthesis). PA.M.2.6.1.A Gather, organize and display data on a bar graph.3. Tell the bee to buzz around the two flowers. Pass several fresh leaves around the circle with a magnifying glass. PA.SCI.3.3.4.A.2 Describe basic needs of plants4. This … Complete the “Packets of Plants” packet by identifying the parts of the plant the vegetables came from.2. Participate in a role-play for how plants make food. b.    Embryo: when the plant starts to grow, one part of the embryo becomes the root and the rest becomes the stem and leaves. Marker5. Complete a plant diagram including correct placement of the parts, needs of the plant, and the labels. Give each student a folder containing all of the necessary parts. 3. b. First, add the needs of the plant to the picture. Explain the steps that they must follow to complete the wheel. Predict what The Tiny Seed will be about using the cover and title as clues.3. c.    Cut out the pictures of the seed growing. I Am a Seed book, Objectives:Students will… 1. PA.SCI.3.5.4.B Know types and uses of earth materials. Does anyone recognize any of these seeds? PA.R.1.2.2.A Read and understand essential content of informational texts.2. Elaborate (2): 1. Show students the three different seeds: mustard seeds, alfalfa seeds, and mung beans. PA.AH.PPE.9.1.3.B.1 Dance: move; perform2. Today we will be doing an experiment to see how important it is for plants to receive sun, water, and air. They need to describe what is strange about it (does it look strange, eat something strange, smell strange, etc.) What type of soil is the best to use?10.Have them draw their observations in their journal. PA.AH.PPE.9.1.3.B.1 Dance: move; perform; improvise  Anticipatory Set (Engage): 1.    Review what plants need to survive. Anticipatory Set. Write five things that they learned during the unit. Show students the book that we read on Monday about seeds. Conduct an experiment with the roots and stems of several plants.5. What might happen if we did not plant a seed in soil? Give each of the students a plastic straw and a cotton ball. PA.M.2.6.1.A Gather, organize and display data on a bar graph. Each page is specific for the type of experiment. Explain that the petals protect the inside parts of the flower. Stored food: when the plant starts to grow, it uses its stored food until the first leaves grow above the ground. What happened to their “seed”?3. When they choose their seed, they have to tell the group what kind of seed mover they are and how the seed will be moved. Have the students turn to page 3 in their plant journal. Put a bowl underneath each pot to collect the water. PA.SCI.3.1.4.C Illustrate patterns that regularly occur and reoccur in nature. Have the students breathe out. Materials: Student: 1. PA.SCI.3.3.4.A.1 Identify life processes of living things Environment 1. Were these the things that the plant needed? “All it takes is sun” (hands up in circle), “Grows into a flower” (spread fingers of right hand up from left fist). 2. Note: This lesson was updated in June 2020. We will watch the Power Point slideshow of the pictures of the lima bean seeds growing. When they are finished constructing the seed wheel, they can go back and color it. Growers of aeroponic plants may be amazed at the abundance of root growth in their plants. Soil from outside2. 3. He painted in an impressionistic style. So, I use a spreadsheet I keep taped to my white board that I check off to see who's turn it is to present. They will be graded on each item and given an overall grade. All of them looked different on the outside. c.    Stamen: holds the pollen. Show the students the poster of what we will be learning about during this unit. Then they need to put a hole in the soil with their finger. Using the How Seeds Spread article from National Geographic Young Explorer, show the pictures of the different types of seeds and how they spread. The students will label the parts of a flower diagram and explain the job of each part as a class.2. The text has an image of a plant with the parts labeled. Remind them that when it is their turn to go to the science center in the morning that this will be the time when they need to be making their observations. b. Review the needs of a plant (water, air, sun, and soil). Pour water one cup at a time into the cup containing the outdoor soil until water collects in the bowl. a. Record their observations as the plant grows. Explain that today we are going to start learning about the parts of the plant. Procedures: Explore:  1. These are the stamens. 2. Q-tips3. Show how seeds move by being pretending to be seed movers. 4. PA.SCI.3.3.4.B Know that living things are made up of parts that have specific functions.2. This is the first lesson in this unit, and learning parts to plants is an essential component of being able to master the standard. Complete the Treasure Hunt homework sheet by finding items in their home that come from plants.2. Tell the students that plants need four very important things to help them to grow: sun, water, air, and soil.2. So, as I think about the prior knowledge the students need to be able to do this I must break the standard down into parts, and eventually end up with a lesson that specifically allows students to develop a solution to a problem for humans that can be solved by mimicking plants external features. 6. Environment and Ecology1. Identify the parts of a seed b. Play a few rounds using basic categories. Then they can draw a picture about what they wrote in the box.3. Read the list of ideas that they came up with from the How Seeds Move chart. The students will create their own strange plant and explain how its unique feature(s) help it survive. 2. Materials: Student: 1. For example, some seeds are light and can be carried by the wind.2. PA.SCI.3.1.4.B Know models as useful simplifications of objects or processes.2. Set the cups next to each other.9. This time the category will be Products that Come from Plants. e.    Give each student a label to write their name. Have the students turn to page 3 in their plant journal. Have the students share their ideas with the group when they are finished. PA.ENV.4.7.4.B.1 Explain how specific adaptations can help a living organism to survive. The soil is already added at the bottom. The Magical Garden of Claude Monet by Laurence Anholt3. Each student will bring in a piece of fruit from home to use in a fruit salad. PA.M.2.6.1.B Interpret information displayed on a graph. Certificates. Label this plant with a popsicle stick showing a sun, a raindrop, and a cloud for each element. Can we eat all seeds? Each of the students will be their own plant. Plant parts to make diagram (see above)2. Assessment (Evaluate): 1. PA.ENV.4.2.4.B.3 Identify the sources of manmade products.3. I will collect each student‘s folder. Remind them about all the different types of seeds we saw in the book. Saved by Neca. Show students the carnation. Procedures: Explore/Explain:  1. Students will get a half sheet of white construction paper. parts of a plant lesson plan science plants environment worksheet animal kid primary teaching learning students elementary language arts education curriculum kids theme unit resources activities An elementary science lesson on identifying the parts of a plant and plant growth. Pick a category. In this section I try to connect the lesson to previous learning, excite the class, and assess their prior knowledge. Place a picture of a plant on the overhead showing each of its parts.4. Record the information on the page. Discuss how the size and shape of seeds help them to move. Materials: Teacher: 1. Make a list of the reasons that plants are important to people (food, materials, medicine, oxygen).Assessment (Evaluate): 1. Have them breathe in. Students will sort their items into a category. Explain that I will go around a spray them lightly with water. Have students draw a picture of what one of the carrots looks like now in the first box. Using a shallow dish, place the tops of the carrots in the dish. They will be sprayed 4 times for each step. Sports: Soccer, Football, Basketball, Hockey. Explain: 1. People do make soil that we can buy in a store. Fill each of the cups with soil and sprinkle the grass seed on top. Discuss the strange plants that we have already talked about (plants that smell bad, plants the eat insects, etc.). Complete the items in their science folder according to the provided checklist.2. 2. PA.M.2.6.1.C Collect and display data over time and discuss observable patterns. • Plant parts serve different functions that all help the plant survive. 3. Complete the items in their science folder according to the provided checklist. PA.SCI.3.3.4.B.2 Determine how different parts of a living thing work together to make the organism function. Allow students to explore real plants, label their parts, and deterime the function of the part. 6. Give each of the students a plastic straw and a cotton ball. They need to learn to bounce ideas off each other, learn from each other, and it helps me check their understanding. They will each be documenting the results of the experiments in their journal. Remind them about all the different types of seeds we saw in the book. This way students can see the colored pictures of the plants.2. Assessment (Evaluate): 1. Explain that the petals protect the inside parts of the flower. Read the story Grow Flower, Grow! by Lisa Bruce. What do they see in the soil? Explain that the stamen has a yellow dust on it called pollen. 4. 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