Plants & Seeds
Science
3rd
Grade
By Ashley Walser
Lesson One
Science
Grade 3
II.
Maryland Outcomes
Reading
6.0 A 1 a & b-Students will demonstrate active listening strategies.
Science
1.0 A 1 e-Students will develop graphic organizers to record information
A.
Students will
activate prior knowledge on plants and seeds by completing a KWL chart and
attentively listening to a story about plants.
B.
Dimensions of
Learning
a.
Positive
attitudes and perceptions
b.
Thinking
involved in acquiring and integrating knowledge
III.
Materials
A.
Student
resources
a.
KWL chart
b.
Pictures of
plants around the room
c.
Merrill Science
Book
B.
Teacher
resources
a.
Merrill Science
Book Teacher Guide
b.
KWL overhead
c.
The Reason for
a Flower. By Ruth Heller.
IV.
Procedures
A.
Motivation
Today we are going to start a new science unit. I want you to look at the pictures around the
room and tell me what you think this unit is going to be about.
B.
Guided Practice
a.
Students will
have a few minutes to walk around the room and look at the pictures of
plants/seeds.
b.
Students will
share their predictions on the unit topic.
c.
The class will
complete the K section of a KWL chart, with students sharing their responses
and the teacher writing them on the overhead.
d.
Next the
students will complete the W section of the KWL chart.
e.
The students
will come to the front of the room to listen to The Reason for a Flower.
By Ruth Heller.
f.
The students
will begin the L section of the KWL chart and turn it in to the teacher.
C.
Key Questions
a.
Comprehension
questions from the story
b.
Asking for
explanations to items added to the KWL chart
D.
Closure
Students will be given a chance to share one
activity they hope to see in the plant/seed unit.
V.
Evaluation
A. Students will show their attainment
of the lesson objectives through their attentiveness to the story, comprehension
questions, and sharing of ideas for the KWL.
Lesson Two
Science
Grade 3
II.
Maryland Outcomes
Math
4.0 1 d-Students will organize and display date in a bar graph.
A.
Students will
observe lima beans that have been soaked in water overnight and identify the
major parts of the seed.
B.
Dimensions of
learning
a.
Positive
attitudes and perceptions
b.
Thinking
involved in acquiring and integrating knowledge
c.
Thinking
involved in extending and refining knowledge
d.
Thinking involved
in using knowledge meaningfully
III.
Materials
A.
Student resources
a.
Lima beans
b.
Inside a seed
worksheet
c.
Parts of a seed
worksheet
d.
Glue
IV.
Procedure
A.
Motivation
Yesterday you did a little detective work in order
to deduce the theme of our new science unit.
Today you are going to be a scientist, dissecting a seed in order to
find out how a plant begins.
B.
Guided Practice
a.
Pass out the
inside a seed and parts of seed worksheets
b.
Distribute one
water soaked seed and one dry lima bean to each student.
c.
Observe and describe
the dry seed. Describe it in terms of
color, texture, firmness, etc. Trace the seed on the ruler and measure its
length.
d.
Determine how
is the wet seed different from the dry seed?
e.
Look at the
seed coat and find the spot where the seed was attached to the pod. This small hole in the seed coats lets water
into the seed. Carefully remove the seed
coat and glue it in the correct box on your parts of the seed worksheet, then
label the seed coat in the diagram.
f.
Carefully split
the seed into two parts. Look at the two
halves. Identify the embryo and glue it
to your worksheet. Then find the
cotyledons (food storage area which appear as leaves attached to the embryo)
and glue them to your worksheet in the correct box.
C.
Key Questions
a.
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? What could happen to
the seed without its seed coat?
b.
After the seed
was soaked, what happened to it? What did the skin you removed look like?
c.
Describe the
inside of a seed. Could you find the
embryo? What did it look like? Show it
to me on your paper. Could you see the
shape of the future leaves? Why do you think they were there?
d.
Do you think
that the food storage area looks the same in all seeds? Why, explain your
thinking.
e.
Do you think
all seeds look the same when split open? Why, or why not?
D.
Closure
a.
Students will
quickly name the three important seed parts and their relative
function/location.
b.
Students will
be given a chance to share one thing that surprised them the most about seeds.
V.
Evaluation
A. Students will be assessed via a
short quiz on the following day as well as for the completeness and accuracy on
their worksheets.
BACKGROUND
INFORMATION
All seeds consist of two parts, the
little plant or embryo and the seed coat.
The seed coat protects the developing plant; the embryo is inside the
seed. Cotyledons store food. They are the leaves that are attached to the
little plant or embryo. When the seed
begins to grow, one part of the embryo becomes the root and the rest becomes
the upper stem and leaves.
Lesson
Three
Science
Grade 3
II.
Maryland Outcomes
Reading
6.0 A 1 a & b-Students will demonstrate active listening strategies.
Science
1.0 B 5-Student will modify understanding of scientific ideas based on new
information
A.
Students will
complete a predictogram and attentively listen to selective readings to
discover how seeds are spread.
B.
Dimensions of
learning
a.
Positive attitudes
and perceptions
b.
Thinking
involved in acquiring and integrating knowledge
c.
Thinking
involved in extending and refining knowledge
d.
Thinking
involved in using knowledge meaningfully
III.
Materials
A.
Student
Resources
a.
Predictogram
b.
Seed
Information Sheets
B.
Teacher
resources
a.
The Tiny
Seed by Eric Carle.
b.
Seeds By Wind
and Water, by Helene J.
Jordan.
c.
Plants On the
Go; A Book About Seed Dispersal by
Eleanor B. Heady.
IV.
Procedure
A.
Motivation
Earlier this week while reading, The Reason for a
Flower. WE heard of a few ways in which seeds are spread. Today I am going to test your knowledge by
having you predict whether or not a statement about seeds is true or
false. Then you are going to read to
find out if your prediction was accurate.
B.
Guided Practice
a.
Read the The
Tiny Seed By Eric Carle
b.
Pass out
predictogram
c.
Read each
statement
d.
Read seed
spreading information sheet out loud to students or either of Seeds By Wind
and Water, by Helene J. Jordan.
Plants On the
Go; A Book About Seed Dispersal by
Eleanor B. Heady.
d.
Re-read each
statement to see if predictions were accurate.
C.
Key Questions
a.
Why do you
think seeds need to be spread?
b.
Do you think
all seeds are spread the same way? Why?
c.
Can you
describe three ways in which seeds are spread?
D.
Closure
a.
Quick Review
V.
Evaluation
A. Student Evaluation
Students will be evaluated
based on their participation in class as well as the completeness of their
predictogram.
Lesson Four
Science
Grade 3
II.
Maryland Outcomes
Reading
6.0 A 1 a & b-Students will demonstrate active listening strategies.
Science
1.0 B 5-Students will collect, record, and display data from investigations.
Science
1.0 B/a-Students will identify and describe similarities between one object and
another
A.
Students will
compare the size, shape, and number of seeds inside a variety of fruits and
vegetables. Students will graph their
results making sure to include a title and labels.
B.
Dimensions of
learning
a. Positive attitudes and perceptions
b. Thinking involved in acquiring and integrating
knowledge
c. Thinking involved in extending and refining
knowledge
e.
Thinking
involved in using knowledge meaningfully
III.
Materials
A.
Student
resources
a.
b.
Bell pepper
c.
Peas
d.
Avocado
e.
Melon
f.
Apple
g.
Peach
h.
Tomato
i.
The seed within
worksheets
B.
Teacher
resources
a.
From Seed to
Plant by Gail Gibbons.
b.
Parts of a seed
quiz
IV.
Procedure
A.
Motivation
Yesterday, we looked at the inside of a seed and
today we are going to look at the inside of an assortment of fruits and
vegetables in order to dig out the seeds.
Then we are going to compare the sizes, shapes, and colors of those
seeds, but first I need you to show me that you understood the parts of the
seed by completing a short quiz.
B.
Guided Practice
a.
Students will
take a short quiz on the parts of a seed.
b.
Students will
listen to From Seed to Plant. By Gail Gibbons.
c.
Centers will be
set up around the room with the fruits and vegetables.
d.
In groups of
two, students will rotate to each center.
e.
At each center,
students will extract the seeds, clean them, count them, and analyze them. Then the students will either place the seeds
back where they found them or throw away their mess depending on the substance.
f.
Students will
be responsible for completing both worksheets.
C.
Key Questions
a.
Which
fruit/vegetable had the most seeds? The biggest, smallest, least? Why do you
think that is so?
b.
Where did you
find most of the seeds? Why do you think the seeds were located where you found
them? What do you think would happen if
the seeds were located in another section of the fruit/vegetable?
c.
Were you
surprised by any of your findings? What about your findings surprised you?
D.
Closure
a.
Students will
be given a chance to add thoughts to the L section of their KWL.
V.
Evaluation
A. Students will be assessed based on
their participation in the lesson, and accuracy/labels/titles on the graph.
Lesson Five
Science
Grade 3
II.
Maryland Outcomes
A.
Students will
complete a seed study for one type of seed and then share their findings with
the class.
B.
Dimensions of
learning
a.
Positive
attitudes and perceptions
b.
Thinking
involved in acquiring and integrating knowledge
c.
Thinking
involved in extending and refining knowledge
d.
Thinking involved
in using knowledge meaningfully
III.
Materials
A.
Student
resources
a.
Packets of
various seeds
b.
Seed study
worksheet
IV.
Procedure
A.
Motivation
So far this week, we have been studying the
attributes of distinct seed types.
Today, you are going to be individually studying on type of seed and
presenting your findings to the class.
B.
Guided Practice
a.
Pass out seed
packets and seed study worksheets.
b.
Allow students
to work individually, offering assistance when necessary.
c.
Call for
students to share their findings.
C.
Key Questions
a.
What surprised
you about your seed?
b.
Was anything
the same about each seed? If so, why do you think that was?
c.
What varied
from seed to seed, why do you think that is?
D.
Closure
Think about planting seasons. Why do you think they are the way the are? Do you think that they are the same around
the world? Why
V.
Evaluation
A. Students will be evaluated on the
completeness of their worksheet.
Lesson Six
I.
Plants & Seeds –Root Study
Science
Grade 3
II.
Maryland Outcomes
Math
4.0 1 d-Students will organize and display date in a bar graph.
Reading
6.0 A 1 a & b-Students will demonstrate active listening strategies.
Science
1.0 B 2-Students will use classification systems
A.
Students will
be able to describe the functions of plant roots.
B.
Dimensions of
Learning
a.
Positive
attitudes and perceptions
b.
Thinking
involved in acquiring and integrating knowledge
c.
Thinking
involved in extending and refining knowledge
d.
Thinking
involved in using knowledge meaningfully
III.
Materials
A.
Student
resources
a.
Several plants
with different root systems: dandelions, grass, carrots, radishes, sweet
potatoes.
b.
Magnifying
lenses
c.
Root Study
worksheets
B.
Teacher
resources
a.
Growing
Vegetable Soup by Lois Elhert.
IV.
Procedure
A.
Motivation
Today we are going to be studying the roots of an
assortment of plants in order to determine if all plants need roots and if all
root systems look alike.
B.
Guided Practice
a.
Read Growing
Vegetable Soup by Lois Elhert.
b.
Wash the soil
from several plants and display them around the room. Have students use a magnifying lens to
observe the roots.
c.
Ask the
students if they can sort the roots into two basic groups.
d.
Students should
separate the tap roots from the fibrous roots.
e.
Discuss how
roots absorb water, ask students for explanations.
f.
Tell the
students that water moves down through the ground to the root and then up to
the stem. (Illustrate on the board)
g.
Have the
students complete the root study on one individual root.
h.
Grow a plant
from a sweet potato. Place the potato in a clean glass with water. Place it in a sunny window and watch it
grow. Measure the growth of the plant
daily. Chart, graph, or illustrate the
plants growth.
C.
Key Questions
a.
Why does a
plant need roots?
b.
Do all roots
look alike?
c.
Are all roots
the same color?
d.
What are the
two types of roots? Describe them.
e.
Would a tree
need a deep tap root while grass or weeds don’t?
D.
Closure
Using a round robin format, students will make up a
story about a root’s search for water.
V.
Evaluation
A. Students will be assessed on their
understanding of roots on a short quiz.
BACKGROUND
INFORMATION
Plant roots systems are very essential
to plants. The function of the roots is
to anchor plants and absorb water and other nutrients from the surrounding
soil.
Plant root systems may vary in several
ways. Taproots are large central roots
that grow deep into the soil. Smaller
roots extend from this central root. A
carrot root is an example of a taproot.
Fibrous roots obtain more surface
water. They are shallow roots that
spread over a wide area. Fibrous roots
branch considerably and have a threadlike appearance. 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.
Lesson
Seven
Science
Grade 3
II.
Maryland Outcomes
Math
4.0 1 d-Students will organize and display date in a bar graph.
Science
1.0 A 7-Students will complete a graphic organizer to write a conclusion.
A.
Students will
be able to grow a bean and measure how it begins by observing, describing, and
measuring daily seed and root growth.
B. Dimensions of Learning
a.
Positive
attitudes and perceptions
b.
Thinking
involved in acquiring and integrating knowledge
c.
Thinking
involved in extending and refining knowledge
d.
Thinking
involved in using knowledge meaningfully
III.
Materials
A.
Student
resources
a.
Lima beans
b.
Zip lock
baggies
c.
Paper towels
d.
A Seed Grows
Prediction/Actual Sheet
e.
How Does My
Seed Grow Measuring Sheet
f.
Drawing/Observation
Log Sheet
IV.
Procedure
A.
Motivation
We have been talking about what seeds are, what
seeds look like on the inside, and comparing the seeds from various fruits and
vegetables. Today you are going to plant
a seed so that you can measure the daily growth of the stem and roots.
B.
Guided Practice
a.
Pass out all
paper work, stapled together and have students put their name on each sheet.
b.
Distribute a
lima bean to each student.
c.
Tape a dampened
paper towel inside a zip lock bag and place a seed on the paper towel.
d.
Place the
sealed zip lock baggies in a dark area (inside desks or in a closet).
e.
Read each
statement on the Predictions/Actual worksheet.
f.
Direct students
to record their predictions on the worksheet.
NEXT DAY
g.
After the bean
sprouts, hang the bags in the window with tape or on a bulletin board with push
pins. Give the students time to observe
that the beans have grown roots and that the roots are growing down toward
earth and that the stem is growing up towards the sky.
h.
Check
predictions in regards to how long it takes for leaves to appear, how long the
cotyledons remain on the plant, etc. As
the events happen have students record the day under the actual column on the
predictions/actual worksheet.
i.
Have students
draw and measure the stem and roots daily.
Discuss observations as a class.
C.
Key Questions
a.
Describe the
growth of the roots and the stem? How do they compare in length, color, and
direction?
b.
In detail
describe the changes you notice each day and state why you belief each change
is occurring.
c.
Think about how
you provided for the needs of the seed? Why was that important?
d.
Why do you
think we put the seed in the dark for the first few days?
e.
Explain your
reasoning behind each of your predictions in regards to the plants growth.
D.
Closure
a.
Discuss
predictions from various students.
b.
Discuss changes
as they occur, ask the students what they noticed that day. Ask why changes are occurring?
V.
Evaluation
A. Students will be assessed via the
completeness and accuracy of their journal, graph, and other worksheets. Students will also be assessed based on their
participation in classroom activities.
BACKGROUND
INFORMATION
Seeds start to grow when conditions
are right to support the needs of growing plants. Water, air, and proper temperature are all
necessary for seed growth. Water makes
the seed swell and softens the seed coat.
The embryo begins to grow. A warm temperature is also needed for a seed
to germinate. Many seeds begin to grow
in the springtime of the year when the sun shines and the days begin to get
warm. After a seed starts to grow, the
embryo grows into a young plant.
Seedlings need warm temperatures, water, and food to keep growing.
Lesson Eight
I.
Plants & Seeds – Seed Scavenger Hunt
Science
Grade 3
II.
Maryland Outcomes
A.
Students will
be able to classify and describe the characteristics of seeds and non
seeds.
B.
Dimensions of
Learning
a. Positive
attitudes and perceptions
b. Thinking involved in acquiring and integrating
knowledge
a.
Thinking
involved in extending and refining knowledge
b.
Thinking
involved in using knowledge meaningfully
III.
Materials
A.
Student
resources
a.
Zip lock
baggies
b.
Permanent
markers
c.
Scavenger hunt
seed examination worksheet
B.
Teacher
resources
a.
Additional
seeds
b.
Example
classification key made from seeds
c.
Timer
d.
Whistle
IV.
Procedure
A.
Motivation
Who has ever been on a scavenger hunt? Today we are
going to go on a scavenger hunt for seeds.
Once we get a nice collection of seeds we are going to examine and sort
our seeds, then we are going to make a classification key.
B.
Guided Practice
a.
You will have
ten minutes to find as many seeds as possible while outside. You may not leave the playground, however you
may look along the edge of the woods.
When I blow the whistle you must line up or you will not be able to
participate in the remainder of the activity, instead you will read the first
two chapters from your science book.
b.
Line up
students.
c.
Allow students
ten minutes to look for seeds.
d.
Line up
students to come inside.
e.
Allow students
five minutes to examine their seeds noting the origin of the seed, what type of
plant they think it will grow, what type of root they think it will possess,
and how they think each seed is spread.
(If they cannot find many seeds they can do this as a group).
f.
Have each
student pick one of their seeds to share with the group (one minute).
g.
Each student
will share their seed with the group (one minute each) discussing the
attributes they noted earlier.
h.
The teacher
should ask the students how they could separate, sort, classify the seeds? How
could we group them?
i.
Work with the
class to show how to classify seeds and make a classification key.
j.
Allow students
time to make their key, limit the number of seeds to classify if necessary.
k.
Switch keys and
have groups figure out where one of the other group’s seed would go if time permits.
C.
Key Questions
a.
How did you
determine what type of plant your seed was from?
b.
What made you
belief that your plant had a tap/fibrous root?
c.
How did you
decide your seed is dispersed? What led you to that conclusion?
d.
Would you be
interested in growing some of your seeds to see if they actually belong to the
plant you expected?
D.
Closure
Ask if any students have any remaining questions.
V.
Evaluation
A. Students will be assessed on their
participation in the group.
Lesson
Nine
Science
Grade 3
II.
Maryland Outcomes
Reading
6.0 A 1 a & b-Students will demonstrate active listening strategies.
Science
1.0 3-Studetns will recognize the elements of a simple well designed
investigation.
A.
Students will
be able to identify the basic needs of a plant and conduct a sound experiment
to test their beliefs.
B. Dimensions of Learning
a.
Positive
attitudes and perceptions
b. Thinking involved in acquiring and integrating
knowledge
c. Thinking involved in extending and refining
knowledge
d. Thinking involved in using knowledge
meaningfully.
III.
Materials
A.
Student
resources
a.
Soil or sand
b.
Seeds
c.
d.
What does a
seed need to grow experiment worksheet
B.
Teacher
resources
a.
Grandpa’s
Garden Lunch by Judith Caseley.
IV.
Procedure
A.
Motivation
Today we are going to break into groups to conduct
various experiments in order to determine what plants need to grow.
B.
Guided practice
a.
On the board
list what plants need to grow.
b.
Read Grandpa’s
Garden Lunch by Judith Caseley.
c.
Help students
understand the concept behind a control and experimental group.
d.
Separate
students into approximately four groups. (water, light, soil, control)
e.
Have student’s
plant two seeds per group according to their regulations.
f.
Direct students
to label their seeds and place them in the proper location around the room.
C.
Key Questions
a.
What things do
you need to grow? Do you think that plants need some of the same things? Why?
b.
Are plants
alive? Explain your reasoning.
c.
What do you
think would happen if we took away some of the things a plant need to
grow?
d.
What do you
think would happen if I took away some of the things you need to grow?
D.
Closure
Discuss class predictions of what will happen to
each group’s plants and record them on a chart/overhead.
V.
Evaluation
A. Students will be assessed via their
participation in the lesson.
Lesson Ten
I.
Plants & Seeds – Plant Adaptations
Science
Grade 3
II.
Maryland Outcomes
A.
Students will
create their own plant, label the plant parts, and explain their plants
attributes in detail.
B.
Dimensions of
Learning
a. Positive
attitudes and perceptions
b.
Thinking
involved in acquiring and integrating knowledge
c.
Thinking
involved in extending and refining knowledge
d.
Thinking
involved in using knowledge meaningfully
III.
Materials
A. Student resources
a. Plant adaptations worksheet
b.
Crayons
IV.
Procedure
A.
Motivation
Think about if you could create your own plant what
it would be like? Where would it
live? What would it look like? How would its seeds get dispersed? Which root system would it have? What would
you name your plant?
B.
Guided practice
a.
Show students
an example of an acceptable plant and plant explanation.
b.
Pass out
worksheets and read the directions.
c.
Pass out scrap
paper as needed.
d.
Once students
finish have them share their plant with the class.
C.
Key Questions
a.
How did you
decide what type of plant to describe?
b.
Do you think
your plant could really exist? Why or why not?
c.
Where might a
plant similar to this thrive?
d.
Does your plant
fit as a whole? Explain.
e.
Now that you are
done, would you change anything about your plant? Why, or why not?
f.
How did you
know what type of root system would fit your plant best?
g.
How did you
decide on your plants seed dispersal method?
D.
Closure
Did you notice anything similar about our plants as a
class? Could they really exist? Why do you think so many types of plants
exist?
V.
Evaluation
A.
Students will be evaluated based on the content included in their
work. They will need to have labeled the
parts of their plant and chosen root and seed dispersal systems that are in
conjunction with the remainder of their plant.
Lesson Eleven
I.
Plants & Seeds – How Plants Change
Science
Grade 3
II.
Maryland Outcomes
Math
4.0 1 d-Students will organize and display date in a bar graph.
Reading
6.0 A 1 a & b-Students will demonstrate active listening strategies.
Science
1.0 B 2 a & c-Students will identify the properties used to group objects
in a given classification system; Students will describe how objects were
classified.
A.
Students will
be able to describe the changes a plant goes through as it grows.
B. Dimensions of Learning
a. Positive
attitudes and perceptions
c.
Thinking
involved in acquiring and integrating knowledge
d.
Thinking
involved in extending and refining knowledge
e.
Thinking
involved in using knowledge meaningfully
III.
Materials
A. Student resources
a.
Picture puzzles
showing six stages of plant growth.
b.
Plant growth
worksheet
B. Teacher resources
a.
Pictures of
plants in various stages of growth.
b.
Children’s
literature
IV.
Procedure
A.
Motivation
a.
I wonder do you
look the same as you did when you were born. When you were three? Five? Seven?
Why? What happened? Why do you think you have changed? Have you grown? How do
you think plants change as they grow?
b.
Put list on the
board
B.
Guided Practice
a.
Read children’s
literature
b.
Distribute
picture puzzles and have students put the pictures in the correct chronological
order.
c.
Have students
share their puzzles, making sure to state why the placed the pictures in where
they did.
d.
Measure changes
in the pictures for plant growth in height (cm), number of leaves, etc…
e.
Give students a
few minutes to write a sentence describing each picture.
C.
Key Questions
a.
How did you put
the pictures in order? Summarize your thinking for me.
b.
What did you
notice about the plant over time? Be specific.
D.
Closure
a.
Quick review
V.
Evaluation
A. Students will be assessed based on
their worksheets: complete sentences, correct order, completeness; as well as
their participation in class.
Lesson Twelve
I.
Plants & Seeds – Leaf Study
Science
Grade 3
II.
Maryland Outcomes
Math
4.0 1 d-Students will organize and display date in a bar graph.
A.
Students will
be able to complete a detailed observation of a leaf concerning its shape,
color, texture, size, length, width, area, and veins. Students will write a detailed description of
their leaf so that another student can pick their leaf out of a pile of leaves.
B. Dimensions of Learning
a. Positive
attitudes and perceptions
a.
Thinking
involved in acquiring and integrating knowledge
b.
Thinking
involved in extending and refining knowledge
c.
Thinking
involved in using knowledge meaningfully
III.
Materials
A.
Student
resources
a.
Leaves
b.
Leaves
worksheet
B.
Teacher
resources
a.
Model
description of a leaf on an overhead
b.
Pile of leaves
IV.
Procedure
A.
Motivation
We are breaking off a little today in order to study
leaves. Today you are going to find a
leaf outside. Then you are going to
measure it and take detailed observations so that another student will be able
to pick your leaf out of a pile of leaves.
B.
Guided Practice
a.
The teacher
will read a description of a leaf off of the overhead and have the students
pick out the leaf from a pile of leaves.
b.
Students will
line up to go outside.
c.
Students will
choose one leaf to describe.
d.
Each student
will measure, observe, and write a description for their leaf. (Students should not put their name on the
paper, they will be given a number)
e.
Each leaf will
be given a number and the teacher will record which leaf came from which
person.
f.
All leaves will
be placed in the front of the room in numerical order.
g.
The teacher
will collect all descriptions and redistribute them to different students.
h.
Students will
predict which leaf goes with the description they read.
i.
The teacher
will share which leaves were matched with the correct description.
C.
Key Questions
a.
What statement
helped you identify the correct leaf?
b.
If you could
not identify the correct leaf, what information do you think would have helped
you?
c.
How were the
leaves similar? How were they different?
Why do you think the leaves had some similarities and some differences?
D.
Closure
Students will state one thing they learned from
studying leaves.
V.
Evaluation
A. Students will be evaluated based on
the clarity of their description and the completeness of their worksheet. They will receive extra credit if their leaf
was correctly identified.
Lesson Thirteen
I.
Plants & Seeds – Power Point Review
Science
Grade 3
II.
Maryland Outcomes
A.
Students will
actively pay attention to a power point reviewing all that they have learned
about plants.
B. Dimensions of Learning
a. Positive
attitudes and perceptions
c.
Thinking
involved in acquiring and integrating knowledge
d.
Thinking
involved in extending and refining knowledge
e.
Thinking
involved in using knowledge meaningfully
III.
Materials
A.
Student
Resources
a.
Review
worksheet
B.
Teacher
Resources
a.
Power point
IV.
Procedure
A.
Motivation
Students as you know we are wrapping up our unit on
plants and seeds. Today you are going to
view a power point on seeds and complete a review worksheet.
B.
Guided Practice
a.
Pass out
worksheet
b.
Begin power
point
c.
Allow students
time to complete the worksheet
d.
Collect them
Lesson Fourteen
I.
Plants & Seeds – Seed Culmination
Science
Grade 3
II.
Maryland Outcomes
- Students will be
able to recall all that they have learned about plants and seeds in order
to write it in a seed book.
- Dimensions of
Learning
a. Positive
attitudes and perceptions
b. Thinking involved in acquiring and integrating
knowledge
c.
Thinking
involved in extending and refining knowledge
d.
Thinking involved
in using knowledge meaningfully
III.
Materials
A.
Student
resources
a.
Construction
paper
b.
All about seeds
seed shapes
c.
Stapler
d.
glue
IV.
Procedure
A.
Motivation
As we are wrapping up our study on seeds, we are
going to take some time to make our own personal book on seeds.
B.
Guided Practice
a.
Pass out seed
shapes
b.
Have students
write their sentences on the seeds.
c.
Edit student
sentences for correctness.
d.
Pass out
construction paper.
e.
Have the
students glue the seeds onto the construction paper.
f.
Staple the
books together.
C.
Key Questions
a.
Review
questions on the material.
D.
Closure
Allow one or two students to share their books.
V.
Evaluation
A. Students will be assessed on the
correctness of their responses in their seed book.
Lesson Fifteen
I.
Plants & Seeds – Unit Test
Science
Grade 3
II.
Maryland Outcomes
A.
Students will
apply recently learned information to an assessment.
B.
Dimensions of
Learning
a. Positive
attitudes and perceptions
b. Thinking involved in acquiring and integrating
knowledge
e.
Thinking
involved in extending and refining knowledge
f.
Thinking
involved in using knowledge meaningfully
III.
Materials
A. Student resources
a. Test
IV.
Procedure
A.
Motivation
We have been studying plants and seeds for almost
three weeks and today is your chance to show me all that you have learned.
B.
Guided Practice
a.
Give
directions.
b.
Pass out test.
c.
Slowly read
test questions.
d.
Collect all
tests.
V.
Evaluation
A. Students will be assessed on their
performance on the test.
Resources
Children’s Literature:
Carle,
Eric. The Tiny Seed.
The journey of a tiny seed through seasons over wind
and water and its growth into a gigantic plant.
Caseley,
Judith. Grandpa’s Garden Lunch.
Discusses what is needed to plant and
grow a garden.
Domanska,
Janina. The Turnip.
Compares the visual and tactile differences of
turnips, parsnips, and rutabagas.
Elhert,
Lois. Eating the Alphabet.
Names a plant that we eat for each
letter of the alphabet.
Elhert,
Lois. Growing Vegetable Soup.
Discusses plants that grow above and below the
ground that are used in a vegetable soup recipe.
Gibbons,
Gail. From Seed to Plant.
Discusses the number and type of seeds in an
assortment of fruits and vegetables.
Goldstein,
Philip. Animals and Plants that Trap.
Describes the habits and special characteristics of
various plants and animals that survive by trapping their prey.
After sowing three mystery seeds, three youngsters
wait for their garden to grow.
Heady,
Eleanor B. Plants on the go: A Book about Seed Dispersal.
Heller,
Ruth. The Reason for a Flower.
Answers questions such as: what is the reason for a
flower; what is inside a seed, do plants eat meat. In poetic form.
Himmelman,
John. Amanda and the
Talks about large fruits and
vegetables that grow from a magic seed.
Jordan,
Helene J. How A Seed Grows.
Uses observations of bean seeds planted in egg
shells to demonstrate the growth of seeds into plants.
Krauss,
Ruth. The Carrot Seed.
A story about a carrot, bean, pumpkin, and flower
seed and the race to see which sprouts first.
Mandry,
Kathy. Jelly Glass Farm.
Discusses how plants can be
propagated.
Websites:
Weekend Gardener-Official Seed Starting Website
http://www.chestnut-sw.com/seedhp.htm
I Can Garden
http://www.icangarden.com
A nicely designed Canadian gardening site with a kid corner section which
offers a number of activities and projects for kids in the garden.
Kindergarden
http://aggie-horticulture.tamu.edu/kindergarden/kinder.htm
An introduction to the many ways children can interact with plants and the
outdoors.
Missouri
Botanic Garden Kids' Learning Network
http://www.mobot.org/MBGnet/
Activities for home and school, lesson plans, resources.
4-H
Children's Garden at Michigan State University
http://4hgarden.msu.edu/main.html
Magnificent site with views of 56 theme gardens for children. The gardens
include the
National
Gardening Association/Kids & Classrooms
http://www.kidsgardening.com/
Provides information about the
Name_________________
Date___________________
Plants
& Seeds Unit Test
Fill in the blank.
1.
The three parts of a seed are the __________________, ____________________, and
___________________.
2.
The plant life cycle consists of ____________________, _________________,
___________________, and _____________________.
Circle the correct answer.
1.
An undeveloped plant that my grow is a
a. leaf b. germ c.
seed d. cone
2.
The part of the seed that protects it from insects is the
a. embryo b. stem c. stored
food d. seed coat
3.
The embryo is the
a. tiny plant inside the seed c. protection for the seed
b. food for the seed d. skin of the seed
4.
Seeds are
a. always tiny b. many different sizes
c. always large d. purple
5.
What is germination?
a. the name of a country
b. a part of a seed
c. the beginning of plant growth
d. a way that seeds are scattered
6.
What are three ways that seeds are scattered?
a. dirt, computers, and water
b. wind, water, and animals
c. people, cards, and paper
d. germination, embryo, and seed coat
7.
Why is the seed coat important?
a. It keeps the seed warm.
b. It protects the seed from insects
and loss of water.
c. It protects the seed from dirt.
d. It protects the seed from aliens.
8. The two types of root systems are
a. Tap and purple
b. Fibrous and carrot
c. Tap and Fibrous
d. Stem and leaf
9.
The four parts of the plant are
a. flower, stem, root, leaf
b. carrot, apple, mango, kiwi
c. trunk, roof, wheel, door
d. leg, arm, head, foot
Answer in complete sentences.
10.
Without (water, air, soil, sun) seeds? Explain your answer.
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11.
Describe how plants change as they grow.
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