Grade Level: 3rd-6th Grade
Length: 2 weeks (We did it in 2, but I would suggest that you spread it out over 3 or 4 weeks)
Reason of Study:Plants are so important for all of life, and their wonderful creation proclaims the glory of our Father - the Creator.
- After a study of plants, each student will label a plant with its parts and know what plants need in order to live and grow.
- After a study of roots, each student will discuss some of the root's functions as well as to name some that we eat.
- After a study of stems, each student will discuss some of the functions of the stem and to name some that we eat.
- After a study of leaves, each student will discuss some of the functions of leaves, explain photosynthesis, know that leaves are shaped different, and that plants have different arrangement of leaves.
- After a study of flowers, each student will know some of the flower's functions
- After a study of plants, students will explore all the ways man uses plants.
- During the study of plants, students will have a chance to glorify God in his creation of plants as well as explore the Christian character of patience as we plant and wait for growth.
Plant needs and parts
Discuss roots and compare to being rooted in the Word
Memorize Ecclesiastes 3:1-8
Read Mat 3:10, Mat 12:33-37, Psalm 147, Mat. 13:1-23, Mat. 17:20, Isaiah 55:10-11, and Romans11:6
Teacher Resource Books:
- Bremness, Lesley, Eyewitness Handbooks: Herbs
- Catherall, Ed, Flowering Plants, 1982
- Hulcy, Jessica and Thaxton, Carole, Konos Curriculum Volume I
- Plants, 1998, Tribune Education
- #625 Plants, 1994, Teacher Created Materials
- Primarily Plants, 1990, AIMS Education Foundation (I highly recommend anything from AIMS. All of their units are very hands-on and do a wonderful job adding math skills practice into every project. I have never met a child who didn't enjoy an AIMS project and learn more than they ever intended to.)
Student Reference Books:
- Dolin, Arnold, Great Men of Science, 1960
- Raftery, Kevin and Kim, Kids Gardening, 1989
- Daly, Kathleen N., A Child's Book of Flowers, 1976
- Lauber, Patricia, Seeds Pop-Stick-Glide, 1981
- Wexler, Mark, "Andy Lipkis and the Tree People," Ranger Rick, May 1994
- Letchworth, Beverly J.,"Amazon Trappers," Ranger Rick's Nature Magazine, May 1982
- Forey, Pam, Wild Flowers, 1994
- Nicholson, Lois P., George Washington Carver: Botanist and Ecologist, 1994
- Thomas, Elizabeth, Green Beans, 1992
- Aliki, A Weed is a Flower: The Life of George Washington Carver, 1965
- Nelson, Alix, Raggedy Ann and Andy's Green Thumb Book, 1975
- White, Linda, Too Many Pumpkins, 1996
- Gibbons, Gail, From Seed to Plant, 1991
- Sasso, Sandy Eisenberg, A Prayer for the Earth: The Story of Naamah, Noah's Wife, 1996
- Carle, Eric, The Tiny Seed, 1970
- Donati, Annabelle, I Wonder What a Rainforest Is, 1992
- Saksie, Judy, The Seed Song, 1994
Computer Resources and Games:
- Lima bean seeds
- Radish seeds
- Avocado, pea, orange, bell pepper, melon, apple, peach, and tomato
- Celery stem
- Sweet potato
- Science Lab reports
- Root vegies
- AIMS forms
- Nature Journals or "My Plant Journal" by Teacher Created Press
- Ritchie County farm and forest
Throughout the Unit:
- KWL paper (Before starting - what I know and what I would like to know. During unit - what I've learned)
- Read a variety of books on plants
- Write flower poem
- Discuss and label plant parts
- Discuss the five functions of roots
- Plant sweet potato
- Dissect seed, label seed parts, measure, and discuss what the seed looks like (Use Aims worksheets - alternatives can be designed)
- Plant a soaked lima bean seed in a plastic baggy with a damp towel. Place where it can get sunlight. Measure and graph stem and root growth using Aims worksheets (alternatives can be designed).
- Discuss how seeds travel
- Experiment with different fruits and vegetables, cutting out the seeds. Graph each by the number of seeds found in each one. (I used AIMS)
- Study roots, draw, measure, and compare a variety of them (I used AIMS)
- Research a variety of stems and their functions. Discussed their 5 functions.
- Experiment with stems and colored water. Use science process. (I used AIMS)
- Discuss the rings of a tree and the story they tell
- Dissect a flower
- Collect flowers and leaves and compare
- Plant an avocado seed
- Weed garden and compare the weeds
- Do experiment on what plants need. One plant has water, but no air or light. One plant has air, but no water or light. One plant has light, but no water or air. One plant has air and water, but no light. One plant has air and light, but no water. One plant has water and light, but no air. One plant has all three elements. Discuss results. (I used AIMS handouts)
- Write biography on George Washington Carver
- Discuss George Washington Carver and Luther Burbank. Add to timeline.
- Gather leaves and observe. Read AIMS leafy facts. Draw leaves by tracing on graph paper. (I used AIMS handouts)
- Discuss the air and water cycle
- Make a pollen print and discuss flowers in detail (I used AIMS)
- Do plant needs booklet
- Discuss how important plants are to humans. Go on scavenger hunt around the house of all items that come from plants. Make list. (I used AIMS handouts)
- Visit farm and forest for nature walk. On walk, find wildflowers. Draw and color in nature notebook with field notes of where the plant was found, what kind of leaves, and what kind of flower head.
- Plant a garden
- Continue with the garden throughout the summer
- Have a plant feast
- Visit a plant nursery and see what all you remember
Plant quiz (Crossword puzzle on plants found in Tribune's Plants with a blank flower to label parts)
Plant journal (nature notebook)
Plant science log (collection of the experiments and graphs)
©2000 Tamra Monroe
Background from Graphic Garden