K- 8 Science Unit Study

BOTANY

THE GOOD AND THE BEAUTIFUL

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Science Covers - Updated MASTER6.pdf 12 3/14/2019 7:19:04 PM

© Jenny Phillipsi

Botany

Created by Lezlie-Anne Ivie, Karee Brighton, and Jenny Phillips

Table of Contents

Unit Information........................................................................................... ii

Supplies Needed ......................................................................................... iii

Notes About This Unit ..............................................................................v

Bible Plant Studies .....................................................................................vi

Vocabulary ....................................................................................................vii

Lesson 1: What is Botany? ....................................................................... 1

Lesson 2: The Life Cycle of a Plant ....................................................... 12

Lesson 3: Parts of a Plant ........................................................................ 17

Lesson 4: Seeds ..........................................................................................21

Lesson 5: Flowers: Part 1 ..........................................................................27

Lesson 6: Flowers: Part 2 .........................................................................33

Lesson 7: Leaves ........................................................................................40

Lesson 8: Photosynthesis .......................................................................53

Lesson 9: Plant Cells .................................................................................58

Lesson 10: Plant Classification ...............................................................64

Lesson 11: Growing Plants ........................................................................73

Lesson 12: Trees ..........................................................................................79

Lesson 13: Poisonous and Carnivorous Plants.................................90

Botany

©2019 Jenny P hillips | www.thego odandthebeau tiful.com

No part of this PDF may be copied or reproduced for those outside of your family or your school group of eight children or less. If you are using this document for a school group, you must purchase a copy for each set of eight children in the class.

JournalAll of The Good and the Beautiful science units include activities for a science journal. For each child, prepare a 1” to 2” 3-ring binder to function as his or her science journal. Tabbed divider pages can be used to separate the different units. Also, have wide-ruled paper and blank white paper on hand for journal activities. All completed journal activities are to be kept in the science binder. You may also consider having children create a cover for their journals, which they can insert under the clear cover of the binder.

Science WallAll of The Good and the Beautiful science units include vocabulary words to be placed on your science wall, which is a wall (or a 3-fold presentation board) in your learningarea on which you can attach the vocabularywords and other images. Print and cut outthe vocabulary word cards at the beginningof the unit. The course will indicate when toplace them on the wall.

Lesson Mini BooksSome lessons in this unit incorporate science mini books and require very little assembly. To make your mini books, simply print the pages single-sided, cut them in half along the dotted lines, stack the pages together, and staple twice along the left side.

Lesson PreparationAll of The Good and the Beautiful science units include easy-to-follow lesson preparation directions at the beginning of each lesson.

Teaching Older Children?This unit study is designed for Grades K–6. If you are teaching older children (Grades 7–8), look for the “older children” symbol (a magnifying glass) at the end of most lessons. There you will find ideas for guiding older children through more in-depth research and study. We also suggest having older children read Trees and Their World, written by Carrol Lane Fenton and Dorothy Constance Pallas and published by The Good and the Beautiful Library, and The Wonders of Botany A–Z, published by The Good and the Beautiful Library. This course, even with the extensions, is not considered sufficient for high school levels.

Microscope ActivitiesIn this unit there are several microscope activities. The Kingdoms and Classification unit and Rocks and Minerals unit also use a microscope. The microscope greatly enhances the lessons, but if you do not have a microscope, this unit can still be completed without the microscope activities.

Unit Information

© Jenny Phillipsiii

For Use with Lessons 5, 8, 9, 11, and 12

• A high-quality microscope

• Glass slides and covers

We have tested and reviewed many microscopes. Our top-recommended microscope is AmScope 40X–1000X All-Metal Optical Glass Lenses Cordless LED Student Biological Compound Microscope. This microscope is available at www.amscope.com and is usually available at www.amazon.com. You do not have to use our recommended microscope; a similar one will work.

Lesson 1

None

Lesson 2

• A sandwich size zip-top bag

• Eight seeds (green bean or sunflower)

• A paper towel

• Scissors

• Packaging tape

• Potting media or soil

• Four paper or plastic cups

• A paper plate

• Water

• A stalk of celery with leaves

• Red or blue food coloring

• A glass filled halfway with water

Lesson 3

• A live plant (see notes under the heading “Activity:Plant Dissecting”)

• Newspaper (to keep your area clean)

• A Bible

• A drinking straw for each child

• A glass of water for each child

• The celery stalk prepared in the previous lesson

• A blank sheet of paper

Lesson 4

• A soaked bean for each child (prepared during theprevious lesson and soaked for 12–24 hours)

• A magnifying glass (optional)

• Outside grass with dandelions (optional)

Lesson 5

• Scissors for each child

• A glue stick for each child

• Colored pencils, crayons, or markers

• A variety of real flowers

• “Microscope Activity” materials: a microscope, glassslides, slide covers, distilled water or methylene bluesolution, and a paper towel (optional)

Lesson 6

• A glue stick

• Flowers (from a bouquet or live ones to pick)

• A piece of paper for each child

• Two pieces of cardboard (9"x 6")

• A microwave oven

• Four rubber bands

• A small picture frame (optional)

• Laminator (optional)

• A glass or ceramic microwave-safe plate and bowl

Botany

Supplies Needed

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Lesson 7

• A bag to gather leaves (optional)

• Crayons

Lesson 8

• Clear tape

• A leaf on a live plant (wait to pick it)

• Clear nail polish

• An oven

• A 12-cup cupcake pan

• Two pieces of green paper

• A cookie sheet

• Six balloons (any size)

• 1/4 cup sugar

• Water

• Crayons or colored pencils

• Six cupcake liners

• “Microscope Activity” materials: a microscope andglass slides

• Flower cards from Lesson 6

Lesson 9

• A LEGO®

• A small piece of lumber (any size will do)

• A small piece of celery

• Fingernail clippers

• “Microscope Activity” materials: a microscope, glassslides, slide covers, distilled water or methylene bluesolution, and a paper towel (optional)

• Flower cards from Lessson 6

Lesson 10

• Scissors for each child

• A glue stick for each child

Lesson 11

• Flower picture cards from Lesson 6

• A magnifying glass

• Dirt (earth outside they can explore or potting soilin a large container)

• Supplies for "Soil Art": soil, water, dish soap, andcard stock or watercolor paper (optional)

• "Microscope Activity" materials: a microscope, glassslides, slide covers, distilled water or methyleneblue solution, and a paper towel (optional)

Lesson 12

• A 12-inch dowel or stick

• A glue stick

• Crayons

• Resin from a tree (optional)

• Sap from a tree (optional)

• Flower cards from Lesson 6

• "Microscope Activity" materials: a microscope, glassslides, slide covers, distilled water or methyleneblue solution, and a paper towel (optional)

Lesson 13

None

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Notes About This UnitField Trip Ideas

If possible, consider taking a nature hike or field trip to a nursery, farm, orchard, or neighborhood garden.

Consider the SeasonBy nature of the lessons, this unit directs and encourages a lot of outdoor activities and exploration. If you live in a place where you experience the fullness of the four seasons, keep in mind that this unit would be taught best in moderate weather conditions (not freezing cold or extreme heat) and when there is plant growth to be found outdoors (i.e., not in the dead of winter). However, it is still possible to complete the lessons during any season or weather conditions.

Plant Experiment

This unit directs the children through planting, growing, and caring for their own plants. Except when otherwise indicated, the plants will need to be watered a few times each week, even when lessons are not being completed.

Adopt a Tree (Optional Year-Round Activity)Have the children find a tree that they would like to "adopt" for a year. Throughout the next year, continue to visit the tree. You may visit your tree once a month or decide on your own schedule. During each visit, notice the changes in the bark, branches, leaves, and animals that are living in or around it, etc. Have the children take notes and draw sketches of their observations in their science journals.

Optional Suggested Read-AloudsMany of the lessons include a list of optional read-aloud story books that may be read to the children at any point during the lessons. Each lesson includes all the information necessary for the children to learn and understand the unit concepts. Optional read-aloud books are suggested as additional information to complement the unit, if you choose. The books listed can typically be purchased online or found at your local library. A list of the suggested read-alouds can be found and downloaded from the website www.thegoodandthebeautiful.com/science.

Optional Bible Plant StudyAn optional Bible Plant Study Guide has been included at the beginning of the course. This is for those who would like to study some of the plants that are referenced in the Bible. There are a few ways in which you may choose to use this optional study guide.

1. Have each child pick a plant listed on the Bible Plant Study Guide page, read the references, and identifywhat the plant was used for in the Bible. Then, have the children research that plant online or at the libraryto learn where that plant grows and what its uses are.

2. Use the guide as an additional lesson on its own by looking up each of the plant references and thenresearching online about where that plant grows and what its uses are.

3. Look up the references for one of the plants at the beginning of each lesson and identify what the plantswere used for.

Botany

Lesson 1Science

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Lesson 1 - What is Botany?

o Optional Read-Alouds

At any point in the lesson, you may read thebooks listed in the Suggested Read-Alouds on www.thegoodandthebeautiful.com/science.

o Opening Activity

Have the children walk around the room, silently and individually, and read the quotes that are placed around the room. (If you have children that cannot read, you may choose to do this activity together and read the quotes aloud.) Have each child pick a favorite quote and share why he or she likes it.

o Picture Activity

One at a time, have a child hold up the correspond-ing numbered pictures, included at the end of this lesson, as you read the following paragraphs:

1. “In the beginning God created the heavens andthe earth.” (Genesis 1:1) On the first day, Hecreated light and divided it from the darkness.On the second day, He created the atmosphere(sky). And on the third day, God created the landand sea, along with all manner of plants. Allother forms of life—fish and fowl, beasts andhuman beings—were still to come.

2. Plants are vital for life on Earth. Green plants arebeautifully designed by God to help give life to allother life forms. Nearly all living things dependon plants for food. Even for carnivores—animalsthat rely primarily on meat for their food—plantsare an integral part of sustaining life at somepoint in the food chain. Plants also provideshelter for many animals.

Besides being a source of food and shelter, plantsare also vital because they produce oxygen, acritical source of life.

3. Plants are different from other living organismsin a special way; while other life forms dependon other organisms for food and life, plants maketheir own food. The sequence and order of God’screations are important and build upon eachother. The creations that were prepared beforeplants were things needed for plants to survive—light, air, water, and earth. God created all thingsin His wisdom.

o Read to the children:

Do you know what Botany is? Pause for responses. Botany is the study of plants. We get to spend this entire science unit discovering and learning all about the amazing plants that beautify the Earth and provide the necessities of life for living things.

Objectives

Help the children understand the majesty and importance of the creation of plants, along with understanding what botany is and what botanists do.

Preparation:

o Cut out and place the quotes (6) included at the end of the lesson around the room.

o Cut out the numbered pictures included in this lesson.

o Print and assemble the mini book Early Botanists.Supplies needed:

None

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Lesson **

“Look deep into nature, and then you will understand everything

better.”—Albert Einstein

“Nature’s peace will flow into you as sunshine flows into trees. The winds will blow their own freshness into you, and the storms their energy, while cares will

drop off like autumn leaves.”—John Muir, Our National Parks

“Adopt the pace of nature: her secret is patience.” —Ralph Waldo Emerson

“Look deep into nature, and then you will understand everything better.”

—Albert Einstein

In three days, I think my seeds will look like: ____________________________________________________________________________________________________________________________

In one week, I think my seeds will look like: _______________________________________________________________________________________________________________________________

In two weeks, I think my seeds will look like: ____________________________________________________________________________________________________________________________

In one month, I think my seeds will look like: ____________________________________________________________________________________________________________________________

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Plant Observation LogDate:__________ Day #:___________

Observations:_______________________________

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Plant Observation LogDate:__________ Day #:___________

Observations:_______________________________

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Seed Dispersal

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Sandbox Tree Seed Pods

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Science Lesson 5

When the children are finished cutting and gluing all of the flower parts onto their papers, have them color their flowers. Then, have the children label the parts of a flower as you point to each part. See if they can do it without looking at the sheet titled “Parts of a Flower,” although it may be used if needed. Then, place the “Parts of a Flower” sheet on the science wall.

o Activity: Vocabulary Words

Review the words that have been placed on your science wall thus far in the unit. Then, place the vocabulary word POLLINATION on your science wall. Read and discuss the word and definition.

o Read to the children:

Bees and other insects play a very important role in pollinating flowers. When bees gather pollen and nectar from a flower, they collect it on their legs. When they fly to another flower, some of the pollen already collected on their legs brushes off onto the new flower, pollinating it. Without bees and other pollinators, flowers and plants would die.

Pollination is also important for plants to be able to bear fruit. Plants that bear fruit—such as apple and peach trees, raspberry bushes, tomato and zucchini plants—each need pollination to occur in order for their fruits to develop. The fruit grows where the flower once was. Look at this image of an apple bud.

Can you see the sepals? Pause for responses. After the petals dry up and fall off, a small fruit begins to grow and takes the flower's place. You can see tiny apples beginning to form at the base of the sepals.

o Flower Observation

Give the children a bouquet of a variety of flowers or, if available, walk among a blooming flower garden. Have the children see if they can identify all the parts of a flower on several different flowers.

o Microscope ActivityGive each child a copy of the sheet titled

“Microscope Lab.” These sheets will also be used for future labs. Using the following directions, have the children fill out one lab

(half sheet) for each item viewed. Place completed sheets in their science journals.

1. Carefully pluck a stamen from one of the flowersused in the Flower Observation activity, and putit in the center of a glass slide.

2. Place one drop of distilled water or methyleneblue solution (do not ingest or inhale!) onto theslide, directly over the stamen.

3. Gently place a slide cover on top and dab anywet edges with a paper towel. Be careful toavoid air bubbles.

4. Find the stamen under the microscope. Usingthe “Microscope Lab” sheet, label the specimen,add the date, and draw a picture of what you see.Then, add any notes you would like.

5. Repeat steps 1–4 with petals and pollen. Note:Thinner petals work best. Allow the children toexperiment with the microscope and any otherflower parts that they would like to view.

o Plant Observation

Have the children observe the seeds they planted in Lesson 2. Then have each child fill out a “Plant Observation Log.” Place the completed logs in their science journals.

Pollination

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Lavender

Daffodil

Hollyhock

Lily

Crocus

Iris

Lilac

Orchid

Rose

Violet

Tulip

Daisy

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Science Lesson 7

3. Color over the leaf with the side of a crayon (youmay have to peel the paper off the crayon).

4. Repeat this process with several leaves andcolors to create a collage.

o Activity: Parts of a Leaf

Show the children the sheet titled "Parts of a Leaf." Have the children draw a leaf and label the different parts. Or you may have the children create an additional leaf rubbing, with a single leaf, and label the leaf rubbing. Place the completed pages in the children's science journals.

o Activity: Leaf Classification

Have the children work together to sort the leaves they found into whatever groups they would like (i.e., shape, size, color, veins, edging). NOTE: If you did not do the leaf hunt or cannot find enough variety of leaves, have the children cut out the sheets of leaves that are included at the end of the lesson.

After the children have sorted their leaves, have them sort them into even smaller groups.

Read to the children: Leaves can be sorted or classified in many ways. Because there are several aspects to consider when classifying leaves, not all scientists will classify them the same.

Show the children the sheet titled "Leaf Classification Chart." Study and discuss the chart together. Then, show the leaf pictured here:

Read to the children: This is a birch tree leaf. How would you classify this leaf, using the "Leaf Classification Chart?" [shape: ovate, arrangement: simple, margin: doubly serrate, venation: pinnate] To determine the leaf arrangement on the stem, you would have to look on the tree from which the leaf came. Have each child choose two or three of their leaves. Then, have them share with each other the classification of each leaf (the way you did with the birch leaf).

o Poetry and Art

Show the children the artwork titled "Fall Landscape" by Julian Onderdonk as you read the following poem:

The Leaves in a Frolic

The leaves had a wonderful frolic,

They danced to the wind's loud song,

They whirled, and they floated, and scampered,

They circled and flew along.

The moon saw the little leaves dancing,

Each looked like a small brown bird.

The man in the moon smiled and listened,

And this is the song he heard.

The North Wind is calling, is calling,

And we must whirl round and round,

And when our dancing is ended

We'll make a warm quilt for the ground.

—Anonymous

o Mini Book

Read the mini book Changing Leaves included in this lesson.

1

In autumn, when the days become shorter, leaves stop their process of making food. This is called dormancy. Dormancy is similar to hibernation. The plant stops growing, slows its energy processes, and remains in a state of rest until spring.

Changing Leaves

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There is a special green pigment in leaves called chlorophyll. It is with chlorophyll that plants are able to absorb energy from the sun to make their own food. With shorter days and less sunlight, plants slow down and stop making food. When this happens, chlorophyll cannot replenish, and leaves lose their color.

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Colder night temperatures can increase the intensity of the color in the leaves—brighter reds, starker yellows, and more vibrant oranges. Whether a leaf turns red, yellow, bronze, or orange is determined by the type of tree on which it grows. Eventually, a hormone is released which prompts a tree to drop its leaves. Without its leaves, the tree is able to conserve water through the winter.

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Photosynthesis

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Science Lesson 10

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Preparation

o Print any additional copies needed of the sheet titled “Plant Observation Log" from Lesson 3; a half sheet is needed for each child.

o Print a copy of the sheets titled “Plant Classification” and "Plant Classification—Plants" for each child.

o Print a copy of the sheet titled “What's in a Name?” for each child.

Supplies needed

o Scissors for each child o A glue stick for each child

o Optional Read-Alouds

At any point in the lesson, you may read the books listed in the Suggested Read-Alouds on www.thegoodandthebeautiful.com/science.

o Plant Observation

Have the children observe the seeds they planted in Lesson 2. Then, have each child fill out a “Plant Observation Log.” Place the

completed logs in their science journals.

Do you notice any differences between the plants that are receiving more or less sunlight or water?

o Read to the children:

Do you remember who Carl Linnaeus is? Pause for responses. Carl Linnaeus is known as the “Father of Modern Botany.” He developed a new system of classification for plants and other organisms. He classified plants into groups according to similarities and differences.

o Activity: Plant Classification

Give each child a sheet titled "Plant Classification." Read to the children: One way to classify plants is by determining how they take in water and other needed nutrients. Most plants take in water and nutrients through tubes that are inside their roots, stems, and leaves. What do you remember about the experiment with the food coloring and the celery stalk? Pause for responses. In the experiment with the celery, we could see the tubes that water and nutrients are carried through. Plants that are designed with these tubes are called vascular plants.

Have the children write "Vascular Plant" in the top left rectangle on the "Plant Classification" sheet.

Plants that are non-vascular do not have tubes that carry water and nutrients throughout the plant. Non-vascular plants typically need damp soil conditions and grow lower to the ground, where all parts of the plant can access water.

Have the children write "Non-Vascular Plant" in the top right rectangle on the "Plant Classification" sheet.

Although there are many divisions that plants can be grouped into, we are going to focus on five basic divisions.

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Lesson 10 - Plant ClassificationObjective

Help the children to learn the basic classification of plants and learn how plants are named.

Plant Classification

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What’s in a Name?Use the page titled “Plants: Key Latin Words” and your own word skills to match each scientific name to its

common name. Then, use the “Plants: Key Latin Words” to give your own names to each of the flowers pictured below. If desired, children may also draw their own flower designs and give them a name.

1. Pinus cembra A. California Bay Tree2. Juglans nigra B. White Oak3. Umbellularia californica C. Virginia Rose4. Solanum nigrum D. Rosemary5. Quercus alba E. European Black Nightshade6. Rose virginiana F. Black Walnut7. Rosmarinus officinalis G. Cembrian Pine 8. Allium giganteum H. Giant Onion9. Toxicodendron radicans I. Poison Ivy

My scientific name: ____________________ My scientific name: ____________________

My scientific name: ____________________ My scientific name: ____________________

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You may not think of Antarctica as a place where plants grow, and it is true that most of Antarctica cannot support plant life. However, some plant life can grow along the Antarctic Peninsula and on some of the nearby islands. Trees and shrubs do not grow in Antarctica, but there are mosses and liverworts, along with a couple of flowering plant species: the Antarctic hair grass and the Antarctic pearlwort (pictured below).

By Lomvi2 - Own work, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=10372682

Antarctic hair grassBy Liam Quinn - Flickr: Antarctic Pearlwort, CC BY-SA 2.0, https://commons.wikimedia.org/w/index.php?curid=15525940

Antarctic pearlwort

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The Amazon rainforest, found in South America, is the largest tropical rain forest in the world. With moderate temperatures and lots of rain, a large variety of plants can grow here. The forest is so deep, and there are so many plants, that some plants are still being discovered. The plants you see on the water are giant water lilies; they can grow to almost 10 feet across!

Trees clean the air.

Trees provide oxygen.

Trees provide shade.

Trees help prevent soil

erosion.

Trees provide food.

Trees enhance emotional

wellness and mental focus.

Trees provide wood and

paper.

Trees cool the temperature.

Trees reduce the evaporation of water in the soil needed for other plants.

Trees bring us beauty.

Trees provide a habitat for

wildlife.

Tree Benefits—Leaves

Trees provide recreation in

nature.

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VENUS FLYTRAP BLADDERWORT

Carnivorous and Poisonous Plants Memory Game

RAFFLESIA PITCHER PLANT

SUNDEW BUTTERWORT

CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=426796

POISON OAK POISON IVY

© Jenny Phillips92