Growth and Changes in Plants Unit – Grade 3

Contributions made by:Trina Byrne

Serene DittenhofferDenise Sullivan

Julie TitusLisa Whiting

Background Information for the unit on Growth and Changes in Plants

SeedsHuman babies grow protected and fed inside their mother’s bodies for

nine months. Baby plants are sent off by their parent plants long before they

are ready to start growing on their own. How can they survive alone? It’s all

done with seeds. You’ve probably seen a fruit or vegetable with a seed

inside of it. A tomato for example has many seeds whereas a peach contains

only one. A seed is a tiny case containing plant life. It contains a small plant

and food. Seeds come in all sorts of different sizes and shapes, but when a

seed case is opened each contains a tiny plant called an embryo. The seeds

contain food to sustain the tiny plant until it can make its own. The food

storage is called the cotyledon. They are the leaves that are attached to the

little plant or embryo. Some plants such as a bean have two cotyledons.

Others, such as corn, have only one cotyledon. The hard outer coat of the

seed protects the baby plant on its travels. When the seed begins to grow,

one part of the embryo becomes the root and the rest becomes the upper

stem and leaves.

Nearly all trees, shrubs, vegetables, and flowers started as seeds.

Some of the seeds grow into seedlings and then into adult plants. Very few

seeds actually survive, so plants produce an enormous number of seeds to

insure reproduction of the plant.

Before a seed can sprout into a new plant, it has to land on the ground.

Plants also need a lot of room to grow because if the new plant is too close to

its parent they will have to fight each other for food and water. So, plants

have invented lots of ways to spread their seeds. All seeds are remarkable

in the way in which they spread themselves in order to grow new plants.

Some seeds simply fall to the ground, others float on water, some are fired

over a distance and others, like burrs, attach to animal’s fur. Maple seeds

for example look like spinning helicopter blades. Dandelion seeds and

milkweed seeds are attached to silky white tufts that act like parachutes.

Other plants depend on animals to deliver their seeds for them. You’ve

probably seen squirrels burying seeds and nuts. Well, they won’t find

everything they’ve hidden so these uneaten nuts and seeds can grow into

new plants. When birds and animals eat fruit, the hard seeds pass right

through their bodies without being harmed and they come out in their

droppings – far from the parent plant and fertilized too!

After a seed falls to the ground, it may sleep for some time. Many stay

asleep for the winter. Seeds start to grow when conditions are right to

support the needs of growing plants. In spring a seed starts to grow or

germinate when it has water, warmth, and air. Water enters the seed and

makes it swell and softens the seed coat. Inside the seed, the little embryo

begins to grow and use its food supply. The hard outer coat cracks and the

first little root pushes its way out. This root begins to take in more water and

minerals from the soil. A root appears first and grows downward. Then a

stem pushes upward towards the light. When it sprouts its first green leaves,

the plant can begin to make its own food in its leaves. A new plant has

begun its life.

Seeds are made in the fertilized ovule of a flower. Once a flower has

been pollinated, seeds begin to develop. The part of the flower that holds

the seeds starts to grow bigger. This part becomes the fruit, the protective

structure surrounding the seeds. Plant species survive because of the seeds

the fruit protects.

There are many kinds of seeds that we eat. Perhaps the most

important plants in the world are grasses. Wheat, oats, corn, and rice are

different kinds of grasses called cereals. The seeds of these cereals provide

food for many of the animals we eat.

All seeds serve the same purpose, to germinate and grow a new plant

in order to perpetuate the plant species.

Germination

Germination is the growing of a seed. Seeds start to grow when

conditions are right to support the needs of growing plants. Water, oxygen

and proper temperature are all necessary for seed growth. The stages from

the swelling of the seed to the emergence of the first leaves are known as

germination. A seed contains food to support the life of the tiny plant. When

a seed begins to grow, it takes in water and swells. Usually the root tip

emerges out of the seed first. This helps the plant absorb water and anchors

the developing seedling. Next, the young stem and leaves emerge from the

seed. The leaves turn green when sunlight reaches them and they start to

produce their own food by photosynthesis.

Plant Growth

Flowering plants grow from seeds. A sprouting seed must absorb water

before it will start to grow. It must have soil firmly packed around it and

warmth from the sun. Inside the seed is a tiny embryo, surrounded by

stored food. When the embryo starts growing, roots grow downward and a

stem grows upward. There are growth hormones in plants that respond to

the Earth’s gravitational pull and make roots grow down and stems grow up.

This response is called geotropism (Greek for “turning to earth). Once the

stem breaks through the surface of the soil into the sunlight, the first two

true leaves form and the plant begins to make food. When plants have

water, sunlight and proper minerals in the soil, they grow, manufacture food

and give off oxygen.

Green plants produce food and oxygen from water, carbon dioxide and

minerals through a process called photosynthesis. They take in carbon

dioxide from the air, water and minerals from the soil, and energy from the

sunlight. During photosynthesis, carbon dioxide and water are united in the

presence of chlorophyll to form sugar and oxygen. The plant uses some of

the food produced by a green plant as it grows and produces leaves and

fruit. The remaining food is converted to starch and stored in the plant.

Plant Needs

Plants are organisms that grow and reproduce their own kind. They

need food, air, water, light and space to grow.

Plants need soil. Water and minerals are taken from the soil through

roots. Soil also provides support for the plant and an anchor for the roots to

grow in. Decaying plants and animals leave behind minerals in the soil that

are essential for future plant growth.

Plants need sunlight in order to grow properly. They use light energy

to change the materials – carbon dioxide and water into food substances

(sugars). This process of food production is called photosynthesis. Only in

light can a green plant make food.

Plants must also have clean air. Green plants take in carbon dioxide

from air and use it during photosynthesis to make food. Dirty, smoggy air

blocks sunlight that plants must have.

Plants need water. Water is essential to all life on earth. No known

organism can exist without water. Plants use water to carry moisture and

nutrients from the roots to the leaves and food from the leaves back down to

the roots.

Plants must also have space in order to grow. Plants are found

everywhere – deserts, mountains, arctic regions, forests and jungles, oceans

and even in cracks of sidewalks of busy cities. If the space is small, the

plants will be small and stunted. Big plants need big spaces for their roots

and branches.

Soil

Soils provide the water and minerals that a plant needs. Without soil,

the plant can be watered, but it becomes difficult to give the plant the

nutrients that it gains from the soil. Soil also provides support for the plant

and its root system.

Soil usually has three separate layers. The top layer contains minerals

and humus, the decayed remains of animals and plants. Plants for good

growth need humus and minerals. The second layer contains humus and

minerals that have been leeched from the topsoil. The third layer consists of

rocks that are being broken down to form soil.

A great aid to the enrichment of soil is the earthworm. Earthworms

burrow through the soil and leave castings of digested leaves and other

matter, which help enrich the soil. They also improve the soil with their

tunnelling by making it easier for air and water to soak in. Earthworms do

not make poor soil into good soil, but rather they keep the soil in good

condition for growing.

Water

Water is perhaps the most important substance to life on earth. No

known organism can exist without water.

Plants, like every other living thing, need water in order to live and

grow. Water carries the dissolved minerals and nutrients from the soil to the

plant and carries food from leaves back down to the roots.

The plants get water in several ways – through rainfall, irrigation and dew.

In our homes we water our plants. Most plants get water from rain. Even in

the desert areas plants would die without moisture.

Sunlight

Plants need food and can make their own food. But they need things

from which to make their food. Green plants need carbon dioxide from the

air, water and minerals from the soil, and energy from the sun.

Only in light can a green plant make food. The process of food

production is called photosynthesis. In photosynthesis, the carbon dioxide

and water are changed to carbohydrates and oxygen. Food can only be

made in the presence of chlorophyll. Chlorophyll is the substance

responsible for a plant’s green colour.

When a green plant is deprived of sunlight, it soon loses its chlorophyll. It

cannot make food, so it dies.

Space

Plants are found everywhere – gardens, lawns, forests, flower pots,

hillsides, or in the water. Plants can even be found in cracks in the sidewalk

and cracks in tar. If the spaces are large, the plants tend to be large. Plants

can grow up, down, around a tree, across the soil, in the water and almost all

kinds of places.

Temperature

Different kinds of plants live in different places. The temperature,

length of season and amount of rainfall helps to determine the kinds of

plants that will grow in a place.

Proper conditions for plant growth can be created on farms and in

greenhouses.

Plants can be found in deserts where it is hot and dry. They grow in

the forest and in grassland areas. Type of soil, amount of water, sunlight

and temperature help determine what kinds of plants live in any one place.

Bulbs

Bulbs are a special type of plant. Unlike seeds, bulbs do not need soil

because they carry their own food supply. Seeds require soil to grow

because they need the nutrients (vitamins) from the soil. Bulbs consist of a

round, underground structure that develops in some plants. The bulb is

made up of thickened layers of fleshy leaves, which hold the stored food. In

the centre is a large bud scale that produces the new plant. Roots grow from

the solid basal plate. The outer scales from a dry and papery covering.

The purpose of the bulb is to store food. When the pant is growing, it

stores food in these fleshy underground leaves. When the winter comes the

above ground plant dies, but the bulb with its stored food remains alive

underground. When the new growing season begins, the bulb’s central bud

sends out a shoot, which produces a stem, leaves and flowers above ground.

Food stored in the bulb starts the new plant’s growth.

Onions and garlic are perhaps the most familiar food bulbs Tulips,

daffodils and narcissuses are garden flower bulbs.

Root Study

Plant root systems are essential to plants. The functions of roots are to

anchor plants and absorb water and nutrients from the surrounding soil.

Plant root systems may vary in several ways. Taproots are large

central roots that grow deep in the soil and it has small fibrous roots growing

from it. They store food for plants to use in the winter. An example of a

taproot is a carrot or a Dandelion.

Fibrous roots obtain more surface water. They absorb the food the

plant requires in the form of moisture. Tip: If you look at a root closely, you

will see tiny hairs on fibres through which the plant is fed. Fibrous roots are

shallow roots that spread over a wide area and they branch considerably

with a thread like appearance. For example, grass roots are fibrous roots.

When a seed begins to grow, the roots always grow first. Gravity

causes the roots to grow down towards the earth and the stem up towards

the sun.

Stem Study

Stems of plants serve many important functions. One function of a

stem is to support the other plant parts that are above the ground. The stem

holds up the plant’s parts towards the sun allowing the plant to receive the

light energy it needs to grow. Some plants have stems that are soft and

green, while others have stems that are thick and hard, like trees.

The most important function of a stem is to serve as a transport

system in plants. Small tubes from the roots go up through the stems. Water

and minerals are carried from the roots to the leaves of a plant. Food made

in the leaves move through the tubes in the stem to other parts of the plant.

For example, a potato is a portion of a plant that remains underground and

swells to contain food for the plant. This specific stem is called a tuber. A

corm is another kind of stem that thickens where it joins the root. This is also

a food-store for the plant.

Some stems are specialized organs used to store food. Stem

vegetables include celery, asparagus, sugar cane, broccoli and potatoes.

Leaf Facts

The leaf is the main food-making part of almost all plants. Leaves work

like tiny food factories in a process called photosynthesis, which occurs in

chloroplasts with chlorophyll. Leaves take energy from sunlight, water from

soil, and carbon dioxide from the air. They change them into the food

substance called glucose (a sugar), then store the glucose in plant organs as

starch. Plants store the food made by leaves in their fruit, roots, seeds,

stems, and even in the leaves themselves. Oxygen, as a by-product, is

released into the air. All living organisms depend on oxygen for survival.

Leaves vary greatly in shape and appearance. A blade of grass, a pine

needle, a fern frond, a cactus thorn, and an oak leaf, are all leaves. Leaves

come in many sizes and shapes. In the pines, they are needle-like. In

flowering plants, they are usually flat or thin. Leaves may be large or small,

narrow or wide, long or short. They may have smooth, saw-tooth, or wavy

edges. Some are thickened for water storage. Some leaves are divided into

several leaflets, looking like many separate leaves. We use leaves to identify

the plants because of their distinctive nature.

Most leaves have two parts, the blade and the petiole. The broad, flat

part of a leaf is called the blade. The flattened shape of the typical leaf is

very functional, for it provides a broad, exposed surface to collect solar

energy. The petiole is the stem-like part of the leaf that joins the blade to the

stem. The petiole supports the blade and turns it towards the sun. The midrib

is the central vein of the leaf. The typical dicot leaf has a broad blade, a leaf

petiole, and a netted venation. An axillary bud is usually present on the stem

in the leaf axil. The monocot leaf, such as a blade of grass, is sheathlike at its

base, attached all around the leaf node, and has parallel venation.

Leaves may be simple or compound. A simple leaf consists of one

petiole and one blade. It is a single, intact structure, even though lobes or

teeth may indent the margin. Trees (oak, maple, and elm) and grasses are

among the many plants that have simple leaves. In a compound leaf, there is

one petiole with many leaflets.

The basic shape of their leaves can identify different angiosperm and

gymnosperm plants. A flat blade-like shape most often characterizes the

angiosperm leaves whereas needle-like leaves identify the gymnosperm

plant. Angiosperms are plants that produce flowers and fruits. They produce

seeds that have a protective covering (i.e. walnut). Gymnosperms are trees

and shrubs that produce uncovered seeds (i.e. pine cones).

Among the angiosperm plants, broad leaves are most common on

dicot plants. These leaves are wide and flat. The classification of broad

leaves can be divided according to their pattern of netted or parallel

venation. In the netted venation, the pattern can be either pinnate or

palmate. Veins carry food and water in a leaf. Hold a leaf up to the light and

you can see a pattern of its veins. In most broad leaves, the veins form a

net-like pattern, with several large veins connected by many smaller ones. In

the pinnately veined leaves, there is a main vein, called the midrib, with

secondary veins branching from it like a feather. The leaves of elm, walnut,

and birch trees have such a vein pattern. Leaves with a palmate venation

have several main veins about equal size, all of which extend from a

common point at the base of the blade, resembling the palm of your hand.

Maple trees have palmate-veined leaves.

Lesson Topic: Students will count and sort seeds and find how seeds are alike and different.

Expectations:

Students will:

Science Skills1. Classify and sort seeds according to visible characteristics.2. Record relevant observations, findings, and measurements using charts, graphs, and

drawings.

Math Skills3. Estimate, count, and record how many different types of seeds they have.4. Estimate, measure, and record the number of seeds it takes to balance one small teddy

bear.

Group Skills5. Students will work cooperatively with one another in the completion of all necessary

worksheets.

Teacher Materials:

1. Small Dixie Cups – one per group of 3-4 students.2. Assorted Seeds – lima beans, kidney beans, popcorn, sunflower seeds, garbanzo

beans, black eyed peas, etc…3. Magnifying Lens4. Small Teddy Bear (counting bear)5. Small balance6. Worksheets: a) seed sort b) comparing seeds c) observing seeds

Student Materials:

1. Pencil/Eraser

Preparation:

1. It is important for this activity to get at least 5 or 6 different kinds of seeds. Be sure they are different sizes so they can be easily sorted. 7 bean soup mix works well.

2. The students should be placed in a group of 3-4.

Activity:

1. Provide an assortment of seeds. Mix the seeds together so the students can be given a representative sample.

2. Place the students in a group of 3-4 and give each group a small cupful of seeds.3. Have the students’ estimate how many seeds are in the cup.4. Give each group a copy of the worksheet “Seed Sort”.5. The students will dump the sup of seeds into the circle in the middle of the paper and

sort the seeds into smaller sets of like kinds and put them in the smaller circles.6. A record should be made of the name and number of seeds in each circle.7. Have the students add the smaller sets to get the total number of seeds in the cup.8. Have the students use a magnifying glass to look closely at the seeds. What colour are

they? Are there any that have two colours? The students can record their answers on the sheet “Observing Seeds”.

9. Ask the students: “what are the shapes of the seeds?” Have them record by drawing the shapes of the seeds in the shape column.

10. Have the students guess how many seeds it will take to cover the line. Lay the seeds on the line count them and record.

11. The students will use the worksheet “Comparing Seeds” to weigh the seeds. They should estimate how many seeds it will take to balance one teddy bear and then weigh the seeds and record the results. At the bottom of the page record by colouring the graph.

Discussion Questions:

1. Of which seed type were there the most of in your group? The least?2. How are the seeds a like? How are they different?3. What colour are the seeds?4. Are the seeds all the same shape?5. Are they all the same size?

Application/Extension:

1. Plant the seeds.a) See if the students can identify which plant came from which seed.b) Which seed sprouted first?c) Which plant has the longest leaves?d) How do the plants differ?

2. Use the seeds to create a picture.

Lesson Topic:Students will compare size, shape, and colour of various seeds.

Expectations:

Students will:

Science Skills1. Record relevant observations, and findings using charts, graphs and drawings.2. Make comparisons between the different types of seeds

Math Skills3. Count how many seeds are in each type of fruit and vegetable and record through

drawings and in bar graph format.

Group Skills4. Students will work cooperatively with one another in the completion of all

worksheets.

Teacher Materials:

1. Fresh fruits and vegetables – valencia oranges, apples, lemons, bell peppers, melons, tomatoes, peas, avacado, peaches.

2. Sharp knife3. Paper towels and paper plates4. Worksheets: a) the seed within – pictures b) the seed within graph5. Transparency6. Overhead projector

Student Materials:

1. Pencil/Eraser2. Coloured Pencils

Preparation:

1. Collect the fruits and vegetables that you wish to use.2. Divide the students into groups of 4. Part of the group could remove seeds, the other

part could count the seeds.3. Each group needs a half of a tomato, bell pepper, apple, orange, a slice of melon and

a whole peach, avocado and pea pod (these can be shared by the groups).4. If the worksheet is too small, cut it in half and enlarge the fruit outlines.5. K-1 teachers could use just one fruit a day. Maybe each fruit could have a page size

outline or large outline on the wall. The seeds could be glued on the outline.

Activity:

1. Introductory discussiona) how do plants start?b) Where do we get the seeds?c) Do all fruits and vegetables have the same number of seeds?d) Why do some fruits and vegetables have many seeds and others just a few?e) Are all the seeds the same size?f) In what ways are seeds the same or different?

2. Show the students the various fruits and vegetables. List them on a transparency. 3. Ask the students what they think the insides look like.4. Cut the fruits and vegetables and distribute the pieces to the students for observation.

Allow time for the students to observe their fruits.5. Students should record where the seeds are located on their worksheet.6. Students should count the number of seeds and record that as well on the worksheet

and on the bar graph.7. The class results can be recorded on a wall chart or transparency.

Discussion Questions:

1. Where were the seeds located?2. How were the seeds different?3. What shape are the seeds?4. How many seeds does each fruit or vegetable have?5. Do all large fruits and vegetables have large seeds? What about small fruits and vegetables?6. Which fruits have many seeds in them?7. Which fruits have only one seed in them?8. Can you think of a large fruit or vegetable that produces a small seed? (watermelon)9. Is there a small fruit that has a large seed? (Mango, Avocado)

Application/Extension:

1. Students could try growing the seeds they remove from the fruits and vegetables. The avocado seed makes a nice plant.

2. Have the students make fruit salad with the fruit they have been exploring.3. Sequence seeds from largest to smallest.

Lesson Topic: Students will observe lima beans that have been soaked in water overnight and identify the major parts of the seed.

Expectations:

Students will:

Science Skills1. Record relevant observations, findings, and measurements using written sentences and share

observations in class discussion.

2. Compare dry and wet seeds3. Label the parts of a seed

Math Skills4. Measure both dry and wet seeds using a ruler.

Teacher Materials:

1. Large lima beans or other broad beans2. Worksheets: a) inside a seed b) inside a seed picture.3. Dixie cups or bowls4. Magnifying Glasses if possible

Student Materials:1. Pencil/Eraser

Preparation:

1. Large lima bean seeds are easy to handle. Soak the beans overnight so the seed coats are loose and easy to handle.

2. Perhaps soak some different types of beans as well to lend to the discussion after the activity has been completed.

Activity:

1. Distribute one water soaked seed and one dry lima bean seed to each student.

2. Observe and describe the dry seed. Describe it in terms of colour, texture, firmness, etc. Trace the seed on the ruler and measure its length.

3. How is the wet seed different from the dry seed?4. Look at the seed coat and find the spot where the seed was attached to the pod. This small

hole in the seed coat lets water into the seed. Carefully remove the seed coat and place it to one side. Identify it on the worksheet.

5. Carefully split the seed into two parts. Look at the two halves. Identify the embryo. Find the food storage area of the seed.

Discussion Questions:

1. What did the dry seed look like? Was the skin wrinkled? Could you find the spot where the seed was attached to the pod? What did it look like?

2. After the seed was soaked what happened to it? What did the skin you removed look like?3. Describe the insides of a seed. Can you find the embryo? What does it look like? Can you

see the shape of the future leaves?4. Does the food storage area look the same in all seeds?5. Do all seeds look alike when split open? Why or why not?

Application/Extension:

1. Use red beans to compare with Lima beans2. Try other large dicot seeds to see how they compare with Lima bean seed.3. Open peanuts (roasted or plain). Observe the embryo inside the bean, then eat the evidence.

Lesson Topic: Students will grow a bean seed and watch how a plant begins.

Expectations:

Math – predicting, measuring, graphingScience – observing, comparing, recording data

Teacher Materials:

1. Lima beans or red beans2. Ziplock bags3. Paper towels4. Tape 5. Worksheets

Student Materials:

N/A

Preparation:

1. To inhibit mold growth on the seeds, rinse seeds with a weak bleach solution (5 ml of bleach in one litre of water). Have students wash their hands before planting seeds.

Activity:

1. Distribute a lima bean seed or a red bean seed to each student.2. Tape a dampened paper towel inside a Ziplock bag and place a seed on the paper towel as

shown on the worksheet.3. Place the sealed Ziplock bags in a dark area (inside desks or in a closet). Predict how long it

will take for the bean to sprout.4. Predict which part will appear first: the root or the stem.5. After the bean sprouts, hang the bags in the window with tape or a bulletin board with

pushpins. The students will observe that the beans have roots that grow toward the floor and stems that grow toward the sky.

6. Predict and record how many days it will take for the first leaves to appear.7. Predict how long the cotyledons (food supply for the young plant) remain on the plant before

falling off.8. Draw the plants as they grow.9. Measure the stem and root growth each day and graph the results.

Discussion Questions:1. Describe the growth of the roots and the stem. How do they compare in length, colour, and

direction?2. Keep a daily observation log and describe the daily changes.

3. How did you provide for the needs of the seed for growth?

Application/Extensions:

1. Compare other seeds to the Lima been seeds.2. Construct a plant growth view box. Remove the top from a small milk carton. Cut the

window in the side of the carton. Cover the window with plastic wrap. Fill the carton with soil and plant seed next to the window. Keep the flap closed and open only to view the seed growing.

3. Follow step 2 of the procedure above but using three beans. Will the different placement of the seeds affect the germination of the seeds?

4. Mix a cup of plaster of Paris with water. Pour into a Styrofoam cup. Place a dry lima bean in the middle of the mixture. When the plaster is dry, peel the cup from around it. Set it on a shelf and watch what happens. (The lima bean should swell from the moisture in the plaster and crack it.)

Lesson Topic: Students will understand that in order to grow healthy plants, soil, water, light and oxygen must be provided.

Expectations:

Math – measurementScience – observation, comparing, recording data

Teacher Materials:

1. Bean, radish or corn seeds2. Potting soil mixture

Student Materials:

1. Milk cartons (250 ml)2. Scissors

Preparation:

1. Save milk cartons from students’ lunches and rinse them out.2. Choose seeds that sprout quickly such as radish, corn or bean seeds.

Activity:

1. Cut off the top of the milk cartons to make planters.2. Fill the cartons with a soil mixture.3. Plant the seeds in the soil. Dampen the soil.4. After the seedlings sprout, divide the cartons into four groups to test growing conditions.5. Condition 1 - Plant has soil, water and oxygen but does not have light. Put these plants under

a box or in a closet.6. Condition 2 - Plant has soil, light and water but no oxygen. Seal these plants in a large clear

plastic bag.7. Condition 3 – Plant has soil, light and oxygen but no water. Do not water these plants.8. Condition 4 – This is the control group. The plants have soil, oxygen, light and water.9. When the seedlings come through the soil, measure each week how much the plants have

grown in each environmental condition.10. Record each on a separate graph.11. After several weeks compare the graphs. Are there differences in rate of growth of the

different plants in separate conditions?

Discussion Questions:

1. Discuss with the students what each plant needs in order to grow (soil, water, oxygen and light).

2. Have students explain what the plants look like in each of the conditions and what need was lacking in each one.

Application/Extensions:

1. Have students decorate the sides of the milk carton with paper, roving, yarn, etc. and use them as pots for their plants.

Lesson Topic: Students will plant seeds in a variety of soils to see which soils provide the best medium for plant growth.

Expectations:

Math – measuringScience – observing, comparing, recording data

Teacher Materials:

1. Clear plastic glasses (270 ml)2. Potting soil3. Sand4. Clay5. Water6. Large bean seeds7. Worksheets

Student Materials:

1. School yard “dirt”

Preparation:

1. Students may wish to work in pairs or groups of three or four to observe four sets of seeds.2. Teamwork also makes appropriate for “jobs” to be assigned. They may wish to keep a daily

log of activity and then compare notes.

Activity:

1. Use four clean clear cups per group. Fill each one three-fourths full with different types of soil: potting soil, sand, playground “dirt” and clay. Plant a bean seed in each cup, placing the seed up against the clear sidewall of the cup for easy viewing. Add measured amount of water to each cup and record.

2. Predict and record what you think will happen in each cup. 3. Allow time for seeds to grow. Illustrate the results. 4. Compare results and discuss. Draw conclusions regarding the best medium for growth.

Discussion Questions:

1. How are all types of soil alike? How are they different?2. Why do you think one might be better than another for growing bean plants?3. Discuss the difference between germination and actual plant growth.

4. How shall we decide which seed grew the best? Which kinds of things do we look for? Size of plant? Colour? Number of leaves?

5. Does more than one kind of soil produce a good plant?6. Could soils be combined to make a better growing bed?7. Can plants grow without soil? How?

Application/Extensions:

1. Create a new soil mix and test it.2. Write a poem or a story about seeds and soil.3. Use adjectives to describe soil such as rough, sandy or earthy.4. Write a soil poem.

Lesson Topic: Students will understand that plants grow in many places and need space.

Expectations:

Math – comparingScience - observing

Teacher Materials:

1. Two large pots2. Radish seeds or any fast growing seeds3. Water4. Worksheets

Student Materials: N/A

Preparation:

1. Use small seeds that grow quickly.2. Prepare two pots with soil.

Activity:

1. Have the students look out the window and answer the question, “Where do plants grow?” (List answers on the board.)

2. Ask – “Do all plants need the same amount of space to grow in?” (no) Why not?3. Compare the amount of space a tree needs for growth against that of a plant.4. Prepare two pots with soil. Plant about twenty radish seeds in each pot. Give both pots the

same amount of water and sunlight. Leave the pots alone for twelve days.5. In one pot, leave all the plants that are growing.6. In the second pot, thin the baby plants until only three or four are left.7. Give the pots water and sunlight as before for another ten days. Then compare the growth

and roots of the plants in pots.

Discussion Questions:

1. Ask the students to explain what was done differently to the plants in the two pots. Why are the plants in the pot that has been thinned so much larger and healthy looking? (They have fewer plants to share the water and chemicals in soil.)

2. What happens to trees when there are too many trees crowded together? (They are spindly.)3. Ask the students how they feel when they are crowded on a bus or in a room and cannot

move. Do they like it? Do they think it is always healthy?

Lesson Topic: Students will be able to prove that a plant needs light in order for it to develop correctly.

Expectations:

Math – comparingScience – observing, communicating

Teacher Materials:

1. Sunflower seeds2. Potting soil3. Flower pots or plastic containers4. Cardboard box5. Aluminium foil6. House plant7. Two plants the same size

Student Materials:N/A

Preparation:

1. Use sunflower seeds or any fast growing seeds. 2. Remember, the first leaves are not the true leaves; wait for the second set of leaves.3. For step 5, be sure that the plant is healthy and receives good care during the time one leaf is

covered by aluminium foil.4. Get two plants of the same size.

Activity:

1. Soak the sunflower seeds overnight. Then plant three sunflower seeds in each pot and put them near the window. Water the pots well. Now cover one pot with the cardboard box.

2. When the first true leaves appear on the plants that are uncovered, remove the box from the other pot.

3. Discuss with the students what happened to the plants. Why did the sunflower seed under the box not grow? Do plants need light to grow? Do they need light to remain healthy?

4. When a plant gets no sunlight, it cannot make food. Without food the plant will die. Use two plants of the same size. Cover one with a box or place it in a closet to block out all of the light. After one week without light, bring the plant out and compare it to the one that received sunlight. The plant that did not receive sunlight will lose some of its green colour. It will not look as healthy as the other plant. Make sure it now receives sun and watch for it to return to health.

5. Observe the leaves of a healthy houseplant. Cover one of its leaves with aluminium foil so that it does not receive sunlight. Leave covered for a week, then uncover and observe the changes. The leaf should be pale compared to the other leaves on the plant.

Discussion Questions:

1. What happens to a plant that has no sunlight?2. Do plants need light in order to grow?3. What do the leaves produce when they receive sunlight?4. What colour are the leaves of the plant that does not receive sunlight?

Application/Extensions:

1. Put a potato in the dark, warm spot for several weeks. What happens to the potato? If left in the dark for several months, will the potato die?

2. Lay three or four seeds in the bottom of a shallow bowl and place a wet sponge over them. Keep the seeds damp. When the seeds sprout, watch to see what happens to them. Turn the dish. Do the seedlings turn toward the light?

3. Put a rock or board on a patch of grass, leave it for two weeks. Take the rock off and observe. What has happened to the grass? Is it a different colour from the surrounding grass? Has the grass died? Now leave the rock or board off the grass. Does the green colour return to the grass?

4. Write a plant log about one of the experiments.5. Let the students make up an activity of their own with plants and sunshine.

Lesson Topic: Students will realize that plants are affected by extremes of temperature.

Expectations:

Math – predictionScience – observation

Teacher Materials:

1. Three similar plants2. Heater (if activity is done in winter)3. Ice4. Cooler 5. Refrigerator (if possible)6. Worksheets

Student Materials: N/A

Preparation:

1. This activity should be done during the hot weather, if possible. If it is done in the winter, place plant near a heater.

2. If possible, use a refrigerator or freezer for the cold environment.3. Get three healthy houseplants that are similar in size.

Activity:1. Using three similar healthy houseplants, moisten the soil around the plants.2. Be certain that students realize that all three plants are essentially the same.3. Place one plant outside where it is hot, preferably in the direct sunlight. (If this experiment is

done in winter, place the plant near a heater.)4. Place another one of the plants in a cold environment, such as a freezer. (If the refrigerator is

not available, use a cooler filled with ice.)5. Place the third plant in a moderate environment such as the classroom.6. Discuss with the students what they think will happen to the plants.7. Have them predict which plants will be healthy at the end of the experiment.8. Observe the plants for five days.9. Draw how the plants looked at the beginning of the experiment and at the end of the

experiment.

Discussion Questions: 1. Discuss with students that in nature plant growth adjusts to different temperatures and

rainfall. Many plants that live here cannot survive in the cold arctic regions or the hottest desert areas.

Lesson Topic: Students will investigate whether or not a plant needs water to live.

Expectations:

Math – measuringScience – observing, comparing, recording

Teacher Materials:

1. Water2. Clear plastic glasses3. Plants4. Potting soil5. Worksheets

Student Materials:N/A

Preparation:

1. Buy two plants of the same size, variety and same type pot. Use plants grown in lesson titled “Which Soil Works Best?”

Activity:

1. Have the students describe what they observe about each plant. Draw the plants if possible. 2. Put both plants in a sunny spot on the windowsill in view.3. Water one plant every day for five days. Do not water the other plant.4. Have the students predict what they think will happen to the plants. (When a plant gets no

food, it cannot make food. Without food the plant will die.)5. Draw a picture of what happened.

Application/Extensions:

1. Put radish or marigold seeds (fast growing) on two sponges. Wet one sponge and keep it damp. Keep the other one dry and observe the differences that occur.

2. To show that roots take up water from the soil, test with a potato. Peel the bottom half of the potato and cut the end flat so it can stand. Dig a hole in the top part. Stand the potato on its flat end in a dish of water. Watch! The potato will soak up water and fill the hole in the top.

Lesson Topic: Students will observe another way for plants to reproduce. How does a bulb grow?

Expectations:

Students will:

Science Skills1. Compare the life cycles of different kinds of plants (e.g. plants that grow from bulbs or from

seeds).2. Using their senses, record relevant observations, findings, and measurements, using written

language, drawings and charts.

Math Skills3. Measure the height of the bulb each day as it begins to grow.

Group Skills4. Work co-operatively with a partner in the handling and planting of a bulb.

Teacher Materials:

1. Bulbs – onions, garlic, daffodils, tulips, to demonstrate with - narcissuses (enough for partners to handle and plant).

2. Lego or small rocks/gravel3. Clear plastic cups4. Measuring Tape

Student Materials:

1. Pencil/Eraser2. Senses

Preparation:

1. The garden flower bulbs can be bought in the fall in nursery stores. Onions and garlic are available anytime in a grocery store.

2. Put students in groups of 23. Winter is a nice time to force flower bulbs into blooms

Activity:

1. Provide one bulb for each pair of students2. Tell the students to observe the bulb carefully, using their sense of seeing, hearing, feeling

and smelling.

3. Have students give words that describe their bulb. The teacher can record the words on the board or chart paper

4. Discuss with the students that a bulb consists of fleshy food storage leaves. A stem with leaves and flowers will come from the centre of the bulb.

5. Plant a white narcissus bulb in a clear plastic cup, with gravel and water. Fill a cup half full of gravel and/or Lego. Put the bulb inside, then add more gravel or Lego until the cup is full. Add enough water to touch the bottom of the bulb. Keep it in the dark until growth is started and then put the pot in a sunny window. The students can enjoy watching the bulbs grow and flower. Students will track its growth on the worksheet.

Discussion:

1. What is the purpose of the thick fleshy underground leaves of a bulb?2. Where do the roots of the bulb come from?3. What colour are bulbs?4. What do bulbs feel like?

Application/Extension:

1. Some daffodil bulbs can be grown indoors in bowls of pebbles and water. Keep in the dark and cool until growth is well along, then bring slowly into the light.

2. Leave an onion in the dark for several weeks. The onion will sprout and send out long green leaves and roots. The thick scale leaves of the bulb will become soft and the onion is no longer good to eat. The students can see how the food supply of the bulb has been used to grow the new leaves and roots.

3. The narcissus bulbs have pretty white blooms that make nice gifts to send home with the students.

Put a plant in a bottle of water and seal it with Plasticine. Mark the level of water with a

marker. Put the bottle on a lighted windowsill and leave it for a bout a day or so. Notice the level

of water is gone down! The roots have absorbed the water and have passed it up the plant.

*** Note: teaching aid to accompany this experiment.

Lesson Topic: Students will be able to describe the functions of the roots of a plant.

Expectations:

Students will:

Science Skills:

1. Explain how different features of plants help them survive (fibrous/tap root system).2. Use appropriate vocabulary in describing their investigations, explorations, and observations.

Math Skills:

1. Measure and graph/chart the growth of the plant on a daily basis.

Group Skills:

1. Students will work co-operatively and collaboratively with one another during the activity.

Teacher Materials:

1. Several plants with different root systems- dandelion, grass, radish, sweet potato2. Magnifying glass3. Glass to plant the sweet potato in.4. Student worksheets: a) Root Study

Student Materials:

1. Pencil/Eraser

Preparation:1. Obtain several examples of Fibrous roots and Taproots. Be sure the students know there are two different kinds of root systems.

Activity:

1. Wash the soil from the roots of several plants and display them: grass, dandelion, radish, carrot.

2. Have the students use a magnifying lens to observe these roots. Introduce the terms tap and fibrous roots. Taproots have several individual roots that branch out.

3. Discuss how roots absorb water. Tell the students that water moves through the roots to the plant.

4. Complete the worksheet, “I study a Root”. Provide a variety of roots and let the students pick one of them to study. They must list its name, draw its picture and describe where it is found, measure its length, and write one sentence about it.

5. Grow a plant from a sweet potato root. Place the potato in a clean glass with water. Place it in a sunny window and watch it grow. Have the students measure the growth of the plant daily. Chart, graph or illustrate the plant’s growth.

Discussion Questions:

1. Why does a plant need roots?2. Do roots all look alike?3. Are roots all the same colour?4. Would a tree have a taproot or fibrous roots?5. Why would a tree need a deep taproot, while grass or weeds don’t?6. Explain the difference between plants with fibrous roots and those with taproots.

Extension/Application:

1. Have the students write a story about a root’s search for water and food using the appropriate vocabulary in describing the root’s journey. Illustrations are optional.

Stand a stick of celery in a jar full of water. Add a teaspoon of red ink in the water. Wait

approximately one hour and you will observe red lines up the stem of celery. Soon, the leaves

will be tinged with red as well. If you slice the stem of the celery, you will see red dots. This will

prove the function of the stem as an important transport system.

***Note: teaching aids accompany this experiment.

Lesson Topic: Students will learn how stems are necessary to plants.

Expectations:

Students will:

Science Skills1. Identify a major part of a plant (stem) and describe its basic functions.2. Record relevant observations, findings and measurements using written language, drawings, charts and paper.

Group Skills1. Students will work co-operatively with one another and share materials when necessary.

Teacher Materials:

1.Plants with different kinds of stems- celery, potato, asparagus2. Celery stalk3. Flower with stem4. Food colouring5. Plastic glasses6. Worksheets: a) stem Study b) flower in water

Student Materials:

1. Pencil/Eraser

Preparation:

1. Collect stems that are familiar to students as food they eat, such as celery, broccoli, asparagus, rhubarb and potatoes.2. Explain to them that a potato is an underground stem, not a root.

Activity:

1. Take the students outside to identify plants and look at the stems of plants. Discuss and compare how plant stems are alike and different.

2. Discuss the functions of stems. Stems hold up other plant parts that are above ground and they also carry food and water from the roots through the stems and into the leaves. Look at different stems of plants- tree trunks are hard, thick stems, while flowers have soft, thin stems.

3. Discuss what stems we eat as vegetables-celery, broccoli, asparagus, rhubarb, sugar cane, and potatoes.

4. Next, provide enough stalks of celery so that each child has one to draw. On the worksheet, “I Study a Stem”, have the students describe their celery stalk. List their descriptions on a giant celery shaped chart. Read through the experiment and ask for predictions to be made.

5. Place the stalks in different coloured water for variety. When the colour has travelled all the way to the leaves, let the children break the stalks apart to see the inside of the tubes.

Discussion Questions:

1. How does the water and food travel through the stems into the leaves and flowers?2. How are stems alike?3. What differences do you see in stems?4. Do all stems grow above ground?5. Are all stems hard and thick like tree trunks?6. Are all stems green? Name some that are not.

Application/Extension:

1. As an extension to “I Study a Stem”, set up the “Flower in Water” experiment for the class; let them predict what they think will happen to the flower. Leave the flower in the glass overnight and have the students record what happened by drawing the flower on the worksheet.

Lesson topic: Leaf Classification

Expectations:

The students will:

Science Skills1. Describe, using their observations, the main parts of a leaf and their function2. Identify the main properties of leaves3. Classify leaves into groups according to their properties

Math Skills1. Measure and record the length, width, and area of a leaf

Process Skills1. Compare and contrast properties of leaves2. Cooperate with other students in a small group

Teacher Materials:

1. Provide each group with a magnifying lens2. Provide each group with 6 or more different types of leaves3. Overhead projector4. Overhead transparency of leaves and markers5. Chart paper and markers6. 2 Student worksheets with copies made for each student/group

Student Materials:

1. Paper2. Pencil and eraser

Preparation:

1. The teacher collects samples of the various leaves mentioned in ‘Leaf Facts’(simple, compound, pinnate, palmate and parallel-veined)

2. The teacher makes overhead transparencies of a simple and compound leaf

Activity:

Day One:1. The teacher passes around samples of a simple and compound leaf. Then the teacher passes

around samples of a pinnate, palmate, and parallel-veined leaf.

2. The teacher instructs the students to look very closely at the leaves, noticing colour, shape, size, texture, patterns, etc.

3. The teacher then asks the students to brainstorm a list of properties of the sample leaves. Teacher records the students’ responses on chart paper.

4. At this time, the teacher leads the class into a discussion of the function of leaves using the information in ‘Leaf Facts’ and overhead of ‘Leaves’.

5. The teacher tells the students they have a very important job to do for the following day. The students are to collect at least 5 various types of leaves and bring them to school the next day. Brainstorm with the class where they may find some leaves (garden, house plants, on way home from school, greenhouse). Tell the students to keep in mind the types of leaves that were discussed. Instruct the students to collect only one leaf per plant but to bring all of a compound leaf, not just the leaflets. Leaves can be kept fresh overnight by placing them in resealable plastic bags.

Day Two:Observation1. The teacher hands out the student worksheets.2. Tell the students to choose one leaf (petiole and blade) from their collection. Tell the students

to draw its outline on the worksheet. 3. Then the teacher tells the student to describe its properties: shape, colour, texture, size,

length, width, and veins. Students write an official description including all the properties they have observed. Instruct the students to use descriptive words, such as pointed, smooth, long, jagged, etc.

4. The teacher instructs the students to observe their leaves by holding them up to the light to see the vein structure. Turn the leaf over where the student will see the structure better. Tell the students to observe the arrangement of the veins.

5. Tell the students to draw the vein structure on their leaf outline. Have them compare the veins of their leaves with different leaves from other students.

Measurement1. Instruct students to measure the length and width of their leaf by counting on the grid.2. Tell students to figure out the surface area of the leaf by counting the number of squares the

leaf covers on the grid.

Comparing1. The teacher then groups the students into leaf study teams of four botanists. It is their job to

select ten different leaves from their collections and group them according to size. They are to record this information on a piece of paper.

2. Then ask the students to think of different ways to group leaves. Review the chart of properties from the previous day.

3. The teacher hands out one worksheet per group and tells the students to use this sheet to make a chart of properties for their ten leaves. They are to clearly label each leaf with a number.

4. Tell the students to pick two or more properties from the chart. They are to group their leaves by these properties and explain the grouping.Possible groups: vein arrangement, edges, texture, colour, shape

5. For fun, the teacher tells the students to team up with another person form a different group to challenge that student to tell which leaf is which on the students’ chart.

Discussion:1. What structures do all leaves have in common?2. What is a petiole? Which leaves do not have a petiole?3. What are some of the products that come from leaves?4. What is the difference in the vein structure between a palmate and a pinnate leaf?

Extensions:1. Make a leaf print.2. Preserve leaves through pressing.3. Play the game “I am thinking like a leaf”. Questions can only be answered yes or no.

Lesson Topic:Parts of a flower and seed development

Expectations:

The students will:

Science Skills1. Describe, using their observations, the main parts of a flower and their function2. Identify how flowers, seeds, and fruit develop in a plant

Math Skills1. Measure and record the length of various flower parts

Process Skills1. Cooperate with other students in a small group

Teacher Materials:

1. Provide each group with a flower (tulip, daffodil, rose, lily, etc)2. Provide each group with a magnifying glass/or microscope3. Provide each group with a small square of black paper4. A small knife5. Overhead projector6. Overhead transparency of flowers and markers7. 2 student worksheets with copies made for each student/group8. Chart paper and markers

Student Materials:

1. Paper 2. Pencil, pencil crayons, and eraser

Preparation:1. The teacher prepares a flower for each group. It works best if all the flowers are from the

same variety. Tulips, daffodils, gladioli, and lilies are the easiest to dissect so as to see the ovary and seeds.

2. The pistil needs to be split lengthways by the teacher before the lesson.

Activity:1. To begin this lesson, brainstorm with the students the names of all the flowers they can think

of. The teacher records their ideas on chart paper.2. Discuss with the students why plants have flowers. Talk about all the colours of flowers and

why the colours are necessary to the flowers.

3. The teacher then introduces the parts of the flower using the overhead transparency. Show students the names of different parts, where they are located, and the functions of each.

• Sepals - one of the leaf like parts at the base of the flower, usually green, that protects it before it opens

• Petals - brightly coloured part of a flower, used to attract insects or birds• Stamen - part of a flower that makes pollen (male part)• Pistil - part of a flower that produces seeds (female part)• Receptacle - the stalkless base of the flower that bears the petals, stamens, and

pistils• Stem - supports the flower and transports water and food

4. The teacher then breaks the class into groups of four. Hand out the first Flower Study worksheet to each group. Tell the students to study a flower carefully with a magnifying glass from all angles. They will record their observations and using a pencil and pencil crayons, sketch their flower.

5. On the same sheet, the group writes a description of their flower so someone else could recognize it.

6. Next, the teacher hands out the second Flower Study worksheet. Instruct students to locate and remove the sepals from the flower. Sketch, count, measure, and describe them on the worksheet. Have them proceed with the same process while removing the petals.

7. Next, the teacher helps the students locate the stamens and they remove them. The teacher then assists the students in identifying the anther and the filament (the top part is the anther and the stalk-like part is the filament). The student records this information on the worksheet.

8. The teacher informs the class that the anther contains the grains of pollen or male cells. Direct students to press the anthers gently against a piece of black paper and make a pollen print.

9. The teacher leads a discussion with students about the fact that pollen is carried from flower to flower by bees, wasps, birds, wind, etc. The flower for fertilization needs pollen.

10. Direct the students back to their dissected flower. Locate the female part of the flower called the pistil. Tell the students it is made of three parts: the stigma, style, and ovary. Explain to the students that the ovary is the part of the flower where the seeds are produced.

11. Next remove the pistil from the flower and observe. Direct students to notice that the stigma is the sticky upper end to which pollen grains cling. Tell students the stalk-like style is the passageway for the pollen tub to grow down to the ovary. After the stigma receives the pollen, fertilization follows. The pollen grains grow tubes down the pistil into the ovary, which contains the ovules with their egg cells. The male pollen nucleus from the pollen tube and the egg cell of the ovule unite in fertilization. When this occurs, a seed begins to develop and grow. After fertilization, the ovary matures into a fruit that helps protect the seeds that developed from the ovules. Tell students to sketch, count, measure, and record the information on the worksheet.

12. Instruct the students to open the split pistil lengthways and look inside the ovary. Tell the students that the objects they see are ovules and they become seeds. The ripened ovary plus the seeds is called the fruit. Have the students open a pea pod (the pod is the ovary and the peas are the mature ovules).

13. Instruct the students to use the back of the recording sheet to briefly explain the main function of each part of the flower.

Discussion:

1. What is the part of the flower where the seeds develop? (Ovary)2. What is the male reproductive part? (Stamen)3. What is the purpose of a flower? (To produce seeds)4. Name a couple of ways that pollen is scattered to other flowers? (Bees, wind, etc.)5. What are the three sections to the female part of a flower? (Ovary, style, stigma)6. What is the advantage of the stigma’s being sticky? (Pollen will cling better)7. If you took a flower apart, what four parts might you find?

Extensions:1. Cut open an apple and have the students observe the seeds. The seeds are contained in the

ovary. The receptacle, or base of the flower, is the fleshy part we eat.2. Use a rose to examine the ovary and ovules. When you cut open a rose and a rose hip

(seedpod), the undeveloped ovary and the mature ovary and seeds can be seen at the same time.

3. Discuss and list the student’s ideas for everyday uses of flowers.4. Plant the seeds of flowering plants and observe how the plants grow.5. Have the students collect different flowering plants, identify the major parts, and draw the

flowers, showing the pistils and stamens in each.

Lesson Topic: Human Uses of Plants

Expectations:

Students will:

Science Skills:1. Describe ways in which humans use plants for food, shelter, and clothing.

Language Arts Skills:1. Express clear responses to written materials, relating the ides in them to their own knowledge.2. Write materials that show a growing ability to express their points of view and to reflect on their own experiences.

Teacher Materials:

1. "Why Study Plants" Sheets, Brainstorm Sheets

Student Materials:

1. Pencils

Preparation:1. On the teacher's desk will be a piece of paper, cotton cloth, and bottle of maple syrup. The students will be asked to write down what they think the 3 objects have in common.2. As a guided reading activity, students and teacher will read the sheet "Why Study Plants".

Activity:

1. In partners, students will brainstorm the different ways plants can be used. 2. Ideas will be written down on the activity sheets. 3. Students will be encouraged to find plant products that are in the classroom.

Discussion Questions:

1. As a class, students will discuss the different plant uses they have brainstormed.2. Students will discuss how we use particular types of plants.

Application/Extension:

1. Students will write a thank you letter to a plant of their choice. In the letter, they will indicate how they and their family use the plant and why they need and/or like to use it.

Lesson Topic: Human Uses of Plants

Expectations:Students will:

Science Skills:1. Describe ways in which humans use plants for food, shelter, and clothing.2. Describe various settings in which plant crops are grown.3. Describe ways in which plants and animals depend on each other.4. Demonstrate an awareness of ways of caring for plants properly.5. Describe ways in which humans can protect natural areas to maintain native plant species.

Visual Art Skills:1. Produce two- and three- dimensional works of art that communicate ideas for specific purposes.

Language Arts Skills:1. Communicate ides and information for specific purposes and to specific audiences.2. Produce pieces of writing using a variety of forms.

Teacher Materials: 1. Various pictures of plants in their crop settings, several magazines, paper.

Student Materials:1. Scissors, pencil crayons.

Preparation:

1. Review reasons as to why people need plants.2. Display pictures of trees in a forest, cotton plants ready to harvest, and corn plants in a field. 3. Discuss how these and other plants are grown and how humans use them.

Activity:1. The teacher will label a bulletin board into 5 different sections: Homes, Clothing, Food, Beauty,

and Things We Use. 2. Students will cut out or draw pictures of things that come from plants and place them under the

correct heading.

Discussion/Questions:1. Discuss the pictures in the collage. Is there anything that can be added to any of the sections?2. As a group, discuss what would happen if we did not have plants or plant products.3. How can we properly care for plants to ensure that the disappearance of plants doesn't occur?

Application/Extension:

1. Students will write how their everyday lives would be impacted if all of the plants disappeared and how they will do their part to ensure this does not happen.

Lesson Topic: Uses of Plants

Expectations:Students will:

Science Skills:1. Describe various plants used in food preparation.2. Identify the parts of a plant that are used to produce specific products for humans.3. Identify some functions of different plants in the local area.

Drama Skills:1. Solve problems presented in different kinds of dramatic situations through role-playing and

movement.2. Demonstrate the ability to concentrate while in role in drama.

Teacher Materials:

1. Various labelled pictures of plants

Student Materials: N/A

Preparation:

1. Students will review different types of plants and their uses.2. To warm-up, students will take turns giving clues about what they had for breakfast. Others

must guess the plants and plant part that the foods came from.

Activity:

1. Students will reach into a box and pull out a labelled picture of a plant. 2. The students will role-play a way in which that plant can be used. 3. The object/action will be passed on to another person who will then put that plant back in the

box and select a new plant card. 4. The role-play will continue until everyone has had a turn.

Discussion/Questions:

1. Discuss the different plant objects/actions that were role-played.2. Were there other role-plays that could have been done for each plant?

Application/Extension:

1. Through improvisations, identify some functions of different plants in the local area.

Bibliography

Reference Books:

Atkin, J.M. and Burnett, R.W. (1959). Working with Plants. Toronto: Holt, Rinehart and

Winston.

B.C Teachers’ Federation Lesson Aids Service. (1997). Seeds and Plants. Vancouver, BC

Gold, C. (1991). Science Express: An Ontario Science Centre Book of Experiments. Toronto,

ON: Kids Can Press Ltd.

Gold, C. (1994) The Jumbo Book of Science: 136 of the best experiments from the Ontario

Science Centre. Toronto, ON: Kids Can Press Ltd.

Hickman, P., and Collins. (1996). The Kids Canadian Plant Book. Toronto, ON: Kids Can Press

Ltd.

Hoover, E. and Mercer, S. (1990). Primarily Plants. Aim Activities grades K-3. California:

AIMS education Foundation.

Kaner, E. (1991). Sound Science: A Science Activity Book. Toronto, ON: Kids Can Press Ltd.

Mitchell, P. (1990). Plants. Vancouver:Vancouver School Board.

Wood, R.W. (1991). Science for Kids: 39 Easy Plant Biology Experiments. TAB Books:

Pennsylvania.

Story Books:

Hickman, P. (1997). A Seed Grows – My First Look at a Plant’s Life Cycle. Toronto: Kids Can

Press Ltd.

Vanderlinden, K., and Gold, C. (1994). Plants: An Ontario Science Centre Book. Toronto, ON:

Kids Can Press Ltd.

Journal Articles:

Cunnington, Y. (1999). Glorious spring bulbs:…creating artful combinations that will

warm winter-weary souls. Chatelaine, 72(10), 154-159.

Ogura, N. (1998). Early Bird Blooms: often called “nature’s guaranteed miracles,’ bulbs

are a spring garden’s saving grace. Modern Woman Magazine, 6(8), 67-68.

Websites:

http://www.teachers.net/lessons

http://educ.queensu.ca/~science/main/concept/biol/b10/B10CDCG2.htm

http://lessonsplanspage.com

http://www.biochem.uwo.ca/oso/default.html

http://www.utm.edu/departments/ed/cece/SAMk8.shtml

http://www.ipl.org/cgi-bin/youth/youth.out.pl?sub

Video Production:

The Magic Lantern Video Collection. (no date). Science – Plants and Animals Program 338.

Oakville, ON: Magic Lantern Communications Ltd.

The Magic Lantern Video Collection. (no date). Science, Nature Through the Seasons #347:

Garden Plants and How They Grow. Oakville, ON: Magic Lantern Video

Communications Ltd.

The Magic Lantern Video Collection. (no date). Science, Ecology for Beginners #337: Why

Plants Grow Where They Do. Oakville, ON: Magic Lantern Video Communications Ltd.

Sites and Resources Persons:

Niagara Parks Botanical Gardens, Niagara Falls, Ontario. Phone Contact: Visitor Information

(905) 371-0254

Total: /34Name: _____________________

Test Number OneSeeds and Bulbs

1. Located inside every seed case is a(n) ______________.

2. The cotyledon is the ________ ___________. They are the ___________ attached to the

embryo.

3. When a seed grows one part becomes the _________ and the rest becomes the _______ and

____________.

4. List 3 ways plants have invented to spread themselves:

1) __________________________________________

2) __________________________________________

3) __________________________________________

5. What does Germination mean?

____________________________________________________________________.

6. The 5 things that are needed for a plant to grow successfully?

1. __________________

2. __________________

3. __________________

4. __________________

5. __________________

7. What is the process called by which leaves produce their food?

___________________________

8. In the winter the bulb dies underground: True or False

9. Which seed is the largest?

a) Sunflower

b) Corn

c) Kidney

d) Lima

e) Garbanzo

10. Name a large fruit or vegetable that has large seeds.

_____________________________

11. Name a small fruit or vegetable that has a large seed.

_____________________________

12. Label the diagram below.

13. Seeds develop from which part of the plant?

a) Flower

b) Leaf

c) Root

d) Stem

14. To find out whether seeds grow better in the light or dark, you could put some seeds on

pieces of damp paper and…

a) keep them in a warm, dark place

b) keep one group in a light place and another in a dark place

c) keep them in a warm, light place

d) put them in a light or dark place that is cool

15. Label the diagram by drawing an arrow from the word to the correct part of the plant.

Bud

Stem

Root

Soil

Leaf

16. If a plant doesn’t get sunlight it cannot produce _____________.

17. Which soil is best for growing plants?

a) playground soil

b) clay

c) potting soil

d) sand

Why? ____________________________________________

Total: /13

Name: ___________________________

Test Number TwoRoots and Stems

1. Give two functions for roots:

1. _________________________________________

2. _________________________________________

2. What is the difference between a taproot and a fibrous root?

________________________________________________

________________________________________________

________________________________________________

3. Why would a tree need a taproot, while grass or weeds don’t?

________________________________________________

________________________________________________

________________________________________________

4. Number the boxes below as 1,2,3,4 to show the correct order of the growth and reproduction

of the plant below.

5. Name one vegetable that is an example of a taproot.

________________________

6. Check ( ) the boxes beside the two statements below which describe the functions of the

stem:

The stem supports the plant

The stem produces the seeds

The stem controls breathing

The stem carries water to the leaves

7. Give two examples of stem vegetables:

a) ______________________________

b) ______________________________

Total: /31

Name: ___________________________

Test Number ThreeLeaves

8. Identify the main parts of a leaf and decide how each leaf should be grouped (Compound or

Simple).

This is a ______________ leaf This is a ____________leaf

9. What structures do all leaves have in common?

____________________________

____________________________

____________________________

____________________________

10. What do angiosperms produce?

_________________ and ___________________

11. Gymnosperms are _______________ and ________________ that produce uncovered seeds

(i.e. pine cones).

12. Match up the main parts of a flower listed below with the letter identifying the part.

Stem

Sepals

Petals

Stamen

Pistil

Receptacle

13. Why do plants have flowers?

__________________________________________________________________.

14. Name two ways that pollen is carried from flower to flower:

a) ____________________

b) ____________________

15. Which part of the flower produces the seeds?

a) Stigma

b) Ovary

c) Style

d) Sepals

16. After fertilization, the ovary matures into a ________________ that helps protect the seeds

that developed.

17. Match up the flower part to its function by connecting them with a line.

Flower Part Function

Petals Produces Pollen

Anther Protect flower before it opens

Stigma Sticky area that catches pollen

Sepals Colour to attract birds and insects

Total: /24

Name: ___________________________

Test Number FourHumans and Plants

1. Name three things that a plant can provide a person with.

1) __________________________________________

2) __________________________________________

3) __________________________________________

2. For each of the following plants, name two food productions that result from their

processing:

1. Tomato: ______________________

_______________________

2. Apple: _______________________

_______________________

3. Peanuts: _______________________

________________________

4. Give two reasons why the young trees in this diagram will have difficulty growing.

5. Complete the following table by putting a check mark ( ) in the box which shows which

part of a plant performs the function at the left.

FUNCTION ROOT STEM LEAF FLOWER

Takes water from the ground

Produces seeds

Carries water to the leaves

Absorbs sunlight

Anchors the plant to the ground

Attracts insects

Supports the plant

Provides food for animals

6. Draw a line from the plant behaviour in the left column to a matching characteristic in the

right column.

PLANT BEHAVIOUR CHARACTERISTICS OF LIVING THINGS

Roots absorb water and minerals Living things reproduce themselves

Leaves give out oxygen Living things breathe

Leaves turn toward the sun Living things need food

The size of a plant changes Living things grow

Seeds can create new plants Living things react to their environment

RubricClasswork on Growth and Changes in Plants Unit

1/5 2/5 3/5 4/5 5/5

Task not fully completed

No comprehensionof the activity

The performance

does not satisfy a

significant number of

expectationsContains

errors Poor quality

The performance

meets many of the

expectations but still has areas that

need improvement

The performance completely meets the

expectationsLimited

number of errors

All of the criteria are met and the performance exceeds the expectations for the task Additional

effort and/or outstanding features are

shown

RubricNotebook/Portfolio for Growth and Changes in

Plants Unit

P1 P2 P3 P4

Poor organizationLittle or no

effort extended in upkeep of notebook including

neatness and colour

Some organization Some effort in neatness and colour

Clear organization Demonstrates good effort in neatness and

colour

Extremely clear and concise

arrangement of materials Outstanding organization, neatness and

colour

Learning Skills

Student: Grade/Class: Term: ______

Skill Comments

Communication with others

Initiative

Homework Completion

Use of Information

Cooperation with others

Conflict Resolution

Class Participation

Independent Work

Record the number of times each student demonstrates the desired attitudes

during the observation period

Name Is Curious

Is open-minded

Safely uses Materials

Appropriate measurement

techniques used

Makes Predictions

1.2.3.4.5.67.8.9.10.11.12.13.14.15.16.17.18.19.20.21.22.23.24.25.26.27.28.29.30.

Self-Evaluation

Name: __________________________

Never Sometimes Usually Always

Participated fully 1 2 3 4

Co-operated fully 1 2 3 4

Followed directions well 1 2 3 4

Listened to others 1 2 3 4

Stayed on task consistently 1 2 3 4

Learned new information about 1 2 3 4Growth and changes in plants

Kept a positive attitude 1 2 3 4

Helped others when needed 1 2 3 4

Total: /32