Parts of a Plant 

Grade 2

 

Statement of Intent: 

            Prior Learning:  The student has knowledge of the plants that they see in their everyday lives.  However we are going to start the lesson off by discussing the various plants we already know about.  The students also have learned that all plants need water, light and air to live.

 

Concepts:

  • Identifying
  • Matching
  • Judging

 

Generalizations: 

            There are many similarities and differences between leaves and the trees they come from, but no matter what they are all living and need water, sun and air to survive; and plants are made of flowers, seeds, leaves, fruits, stems, and roots which will be discussed and learned.

 

Goals: 

Content: 

Students will:

  • Identify which leaves belong to which trees and the similarities and differences in each.
  • Understand what seeds, leaves, stems, roots, flowers, and fruits are in plants

 

Skills:

  • Fill out worksheets showing where the parts of the plant are located
  • Complete a bulletin board by placing the proper parts of a plant where they belong
  • Construct a mobile with each part of the plant on it

 

Attitudinal:

  • Understand how the leaves are different and similar through our classroom investigation
  • Patient while listening to classmates answers
  • Cooperate and work together in their groups
  •  

Objectives:

Students will be able to:

  • Discuss how leaves are different and similar in class discussion involving presentation of leaves (Cognitive).
  • Fill out their worksheets where each part of a plant belongs and raiser their hands when they think they are correct and are ready to be checked (Psychomotor).
  • Discuss the functions of the parts of a plant (Cognitive).
  • Draw the parts of the plants to associate what the function is with what it looks like along with completing and interactive bulletin board (Cognitive, Psychomotor).
  • Complete a plant labeling activity through Enchanted Learning.

 

Special Needs:

            As stated before this is an inclusion class, and because of that fact the desks are already arranged in six groups with each group having students who can help those who need it.  The child with the visual impairment sits in the front of the classroom and the materials given to him are larger than the other students.

 

Rationale:

New York State Learning Standards for the Visual Arts

Standard 1:

Key Idea 1

-         Students will use the visual arts to draw pictures on the cards and then attach them to a mobile

 

New York State Learning Standards for English Language Arts

Standard 4:

Key Idea 4

-         Students will practice listening and speaking through opening instruction on parts of the plant and then later through giving the teacher their observations during class discussion

 

New York State Learning Standards for Mathematics, Science and Technology

Standard 1:

Key Idea 2.1d

            - Students will use conventional techniques to solve problems about the natural world including observing, classifying through looking at the various leaves

Key Idea 2.3d

-         Students will observe the leaves and the teacher through classroom discussion will record them.

Key Idea 3.3a

-         Students will discuss with the class and other groups what they observed with their leaves and will listen to the observations of the other groups. 

 

Standard #5:  Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.

 - use the computer as a tool for generating and drawing idea

 

Procedures:

Introduction: 

            Good Morning class.  Today we are going to be discussing plants.  Everyday we go to class we see plants, whether we realize it or not.  There are trees and other plants that we pass by ever day.  Can anyone tell me one plant that means something to them?  Well the first thing we are going to do is discuss the parts of the plant so we know what each part of the plant does before we do lets review some rules.

 

            Students will:

1.      Discuss with teacher the rules for the classroom and listen to the teacher discuss the important ones for the day (work together, respect each other, take turns, no calling out, and not throwing things [rubber bands and index cards])

2.      Be asked to open Bag A containing all of the parts of a plant and spread them out on the table for all to see

3.      Raise hands and wait to be called on by the teacher when they are asked if they know what each part of the flower is for.  Answers looked for, stem carries water and food from the roots to all the parts of the plant, roots-absorb water and minerals form the soil, flower-grows fruit and seeds for new plants, fruit-sometimes the result of what a plant grows, leaf-makes food with help from the sun, seed-what starts the growing process of a plant

4.      Will color and label each of the six parts of the plant on their worksheet and place them in the correct positions.  Then on index cards they will draw, color and label the parts of the plant on their index cards and then attach their parts to the mobile in their group.

5.      If students finish early they will do the worksheet attached to the lesson plan on identifying parts of the plant by using a picture of a plant.

6.      Class will then get back together as a whole group and complete a bulletin board in the classroom. The students in the correct places will add the parts of the plant. (See pictures below)

7.      Students will then talk about the things that a plant needs to survive.  As a class we will discuss the different items they need.

8.      The students will go back to their seat, and create a chart with a picture of the things a plant needs to survive.

9.      As a class the students will tell the teacher the similarities and differences that will be written on the board and this will lead into the fact that what all plants have in common are that they are alive, need sun, water and air to live.

 

Closure:

As a closure to this lesson the teacher will ask the students to review what they have learned that day, after all the parts of the lesson are gone over the teacher will conclude by taking the students down to the computer lab to assess their knowledge from the lesson by having the students label the parts of the plant through “Revisewise Science,” website, http://www.bbc.co.uk/schools/revisewise/science/living/06_act.shtml

 

Assessment of Learning         

Whether the understood where the parts of the plant are located will be determined on how they filled out the worksheet.  The teacher walking around looking at all the worksheets making sure the students understanding the lesson will monitor this throughout the lesson.  Knowledge of the parts of the plant will be assessed by the students completing the labeling of the plant on enchanted learning at the end of the lesson and by explaining the proper ways each part functions.

 

Resources:

Materials:

            Crayons/markers

            Worksheets:  Plants Worksheet

            Various leaves/ plant parts to show students

            Writing utensils

            Index cards

            String

            Hangers

            Computer lab

 

Teachers Resources:

 

Revise Wise: Science website:

http://www.bbc.co.uk/schools/revisewise/science/living/06_act.shtml

 

New York State Learning Standards for Social Studies.  Revised Edition, Albany; 1996.

 

New York State Learning Standards for English Language Arts.  Revised Edition, Albany; 1996. 

 

New York State Learning Standards for Mathematics, Science and Technology. Revised Edition, Albany; 1996.

 

New York State Learning Standards for the Visual Arts.  Revised Edition, Albany; 1996.