Plants: A type of Living Organisms who make their own Food

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james Mon, Mar 21, 2022 12:24 PM UTC

This pdf contains the basic information/knowledge of plants, their characteristics, etc.

1. Pondering Plants
First Grade Science Exploration
Examining the jobs of three different plant parts -
roots, stems, and leaves - helps students to understand
that all plants need the same fundamental resources:
sun, soil, water, and air.

2. Pondering Plants
First Grade Science Exploration
Life Lab Science Program
Contents
Teacher Introduction..........................................................1
Science Standards...............................................................2
Resources.............................................................................3
Master Materials List..........................................................4
Plant Detectives..................................................................5
Leaves and Stems................................................................7
Roots......................................................................................9
Watercolors..........................................................................11
Plant Watchers....................................................................12
Plant Reporters...................................................................14
Master: Leaf Scavenger Hunt.............................................15
Masters: Root Matching Game Cards...............................16
© Life Lab Science Program 2007

3. Teacher Introduction
These exploration lessons are a product of the field trip program at Life Lab’s Garden Classroom
and can be used in your own school garden or classroom.
Students clearly understand what trees, flowers, and bushes are. They may have a more
difficult time comprehending the idea that all of these are plants and are living things. Finding the
similarities between all plants becomes easier once students understand the jobs of three different
plant parts -- roots, stems, leaves. In this unit, students will learn about the different resources that
plants need (sun, soil, water, and air) and how the different plant parts capture those resources from
the environment. They will explore plants from different environments and discuss why their roots,
stems, and leaves look different.
During their visit to the garden, students will explore the different plant parts and their functions
through song, art, guided exploration and hands-on experiences. Students can explore a root view
box and draw pictures of roots while they talk about different types of roots and how roots get
nutrients and water from the soil. Students can draw stems and do leaf rubbings and explore the
many different plants in the garden while discussing what leaves and stems do for the plant. Students
will get a firm grasp on the functions of the different plant parts and how plant meet their needs by
seeing many different types of plants growing in the garden.
© Life Lab Science Program 2007 1

4. Science Standards
The California Science Standards listed below will be addressed during the Pondering Plants
Science Investigation:
Life Sciences:
2. Plants and animals meet their needs in different ways. As a basis for understanding this con-
cept:
a. Students know different plants and animals inhabit different kinds of environments and have
external features that help them thrive in different kinds of places.
b. Students know both plants and animals need water, animals need food, and plants need light.
e. Students know roots are associated with the intake of water and soil nutrients, and green
leaves are associated with making food from sunlight.
Earth Sciences:
3. Weather can be observed, measured, and described. As a basis for understanding this concept:
c. Students know the sun warms the land, air, and water.
Investigation and Experimentation:
4. Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content in the other
three strands, students should develop their own questions and perform investigations.
Students will:
a. Draw pictures that portray some features of the thing being described.
b. Record observations and data with pictures, numbers, or written.
© Life Lab Science Program 2007 2

5. Resources
Story Books
Jack’s Garden. By Henry Cole. HarperTrophy, 1997. The story of Jack as he plants his backyard flower
garden. The reader watches the garden flowers grow from seedlings to buds to beautiful flowers in the
spring.
The Magic School Bus Gets Planted: A Book About Photosynthesis. By Lenore Notkin. Scholastic Press, 1997. A
more advanced book that describes how plants get water from soil, air from leaves and energy from the
sun. Also introduces the concepts of chloroplasts, stomata, and xylem and phloem.
Pumpkin Circle:The Story of a Garden. Written by George Levenson, Photos by Shmuel Thaler. Tri-
cycle Press, 2002. Beautiful photographs tell the life story of a pumpkin, from seed to pumpkin to
jack-o-lantern and back to a seed.
Pumpkin, Pumpkin. By Jeanne Titherington. HarperTrophy, 1990. The story of Jamie, a young gardener, as he
plants his own pumpkin. Beautiful pictures and an easy to read story make this a great book for new and
old readers alike.
Tops and Bottoms. By Janet Stevens. Harcourt Children’s Books, 1995. A funny and beautifully illustrated
story about a bear and a rabbit who plant crops together, and comically make the distinction between
“top” and “bottom” crops.
Even more story books are found here:
The Good Kids’ Book List, compiled by the The Junior Master Gardener Program and the American Horti-
cultural Society, includes the top children’s garden books of the last 100 years.
www.cfaitc.org/books/ California Foundation for Ag in the Classroom offers an extensive list of garden
and nature based books for all grade levels.
Garden Songs
The Banana Slug String Band has an extensive collection of environmental ed and garden-themed songs,
including one of our favorites, “Roots, Stems, Leaves.” Find more at http://bananaslugs.bandcamp.com/al-
bum/singing-in-our-garden.
Hear Life Lab Staff singing garden related songs at our YouTube channel:
http://www.youtube.com/lifelabvideos.
© Life Lab Science Program 2007 3

6. Master Materials List: Pondering Plants
Plant Detectives
• 8 objects: 4 plants, an insect, a rock, and two human-made objects
• 2 3-foot long sheets of butcher paper
• 2 sheets of 8 1/2” x 11” paper (scrap paper is okay)
Leaves and Stems
• Leaves and stems for students to draw, rub, or trace
• Art supplies: paper, crayons, markers, and colored pencils for all students
• One knife
• 3-4 magnifying lenses per group of 6-7 students
• 1-2 stems to cut up (broccoli works well) per group of 6-7 students
• Leaf scavenger hunt list (see page 15)
• Weeds for students to pull (either one large weed for the whole class, or one small weed per
student)
• One sheet of poster paper and markers for each group of 6-7 students
• Art supplies: paper, crayons, markers, and colored pencils for all students
• Root matching game cards (see pages 16-18)
• One fresh celery stalk with leaves per group of four students
• One clear glass or cup per group of four
• Red food coloring
• Water
Plant Watchers
For the class:
• 1 bag organic seed starting mix
For each pair:
• 1-2 spoons
• Spray bottle full of water
• 6 seeds (lettuce, peas and/or radishes) or 2 broccoli seedlings
• 2 3-inch plastic pots
• 2 labels or 2 strips of masking tape
• Art supplies: paper, markers, crayons
© Life Lab Science Program 2007 4

7. Plant Detectives
Students act as detectives to decide whether or not given objects are plants, and then describe the
characteristics of plants.
Students describe what they know about plants and practice categorizing.
Teacher Background
Children may have many naive ideas about the natural world that contradict scientific thinking and may even
seem humorous to adults. In their visit to the garden classroom, students will explore what plants need to
survive, but first it is important that they have a firm understanding of what is and is not a plant.
• 8 objects: 4 plants, an insect, a rock, and two human-made objects
• 2 3-foot long sheets of butcher paper
• 2 sheets of 8 1/2” x 11” paper (scrap paper is okay)
© Life Lab Science Program 2007 5

8. Class Discussion
Encourage students to share their ideas about plants by asking them to be detectives. How does a
detective solve a mystery? Tell the students they have a mystery to solve. We have a collection of objects, and we
need to know which are plants. What clues should we be watching for? How can we tell if something is a plant?
1. Divide students into groups of three or four.
2. Rotate students to different stations (each with a different object) and instruct team members to look at
each object and decide if it is a plant or not.
3. Review each item separately with the whole class. Write each object’s name on the butcher paper under the
heading “Is it a plant?” Ask students if each item is a plant. Why or why not? If groups disagree, help them to
rephrase their ideas into questions, and write these on the second piece of butcher paper under the heading
“Questions we have about plants.”
Wrap Up
Review and discuss the two lists. What is a plant? How can you tell if something is a plant? What things on our list
tell us what a plant looks, feels, or smells like? What things tell us what a plant does? What things tell us what a plant
© Life Lab Science Program 2007 6

9. Leaves and Stems
Students explore the garden to look at a variety of leaves and stems, and learn about their functions through
hands-on exploration, art and discussion.
Students learn about the functions of leaves and stems including how stems transport materials from the roots
to the leaves, and how leaves gather sunlight to make food.
Teacher Background
Students may not know that stems play an important role for the plant: transportation of water and nutrients
from the roots to the leaves, and food from the leaves to the roots or other parts of the plant. This activity
allows them to get up close and personal with different kinds of stems and leaves and explore why they are
• Leaves and stems for students to draw, rub, or trace
• Art supplies: paper, crayons, markers, and colored pencils for all students
• One knife
• 3-4 magnifying lenses per group of 6-7 students
• 1-2 stems to cut up (broccoli works well) per group of 6-7 students
• Leaf scavenger hunt list (see page 15)
You will need two or three parent volunteers or aides to allow students to move through the steps of this
activity in smaller groups.
Class Discussion
Review what students already know about leaves and stems. What do leaves and stems do for the plant? (Leaves
capture sunlight that plants need to make food. Stems bring up water and nutrients from the roots and take
food from the leaves to where it is needed in the plant and bring down food from the leaves.) Why is that im-
portant? How do water and nutrients get from the roots to the leaves? How do plants make their own food?
© Life Lab Science Program 2007 7

10. 1. Divide the class into groups of three to four students. Have each parent volunteer or aide lead a group of
students through the following steps of the activity.
2. Allow students time to explore different garden beds in the garden classroom and the plants found there.
Where are the leaves and stems on these plants? Do all of the leaves and stems look the same?
3. Lead students on a leaf scavenger hunt (see page 15). Tell the students that it is their job to find each of the
items on the list. Read each item on the list, one at a time, and encourage students to search the garden
together. Discuss the different types of leaves and what each one might do to help the plant survive.
4. End the scavenger hunt by allowing students to pick up leaves from the ground.
5. Give students time to create art projects with the leaves and stems they found. Encourage students to be
creative. They can draw the whole plant, make leaf rubbings, or trace the stem.
6. After cutting open a stem, allow students to use magnifying lenses to look inside. Talk about how the stem of
a plant is like the elevator of the plant.
Wrap Up
Encourage students to share what they have learned about leaves and stems. Why are leaves important? Would
the plant grow without them? What would happen if plants didn’t have stems? What can we do to help leaves grow?
© Life Lab Science Program 2007 8

11. Roots
Students explore roots in the garden, describe them verbally and through art, and play a matching game to
investigate different types of roots.
Students learn about the many functions of roots including how they get water and nutrients from the soil.
Teacher Background
Students may have broad ideas about roots and their functions. This activity allows them to see roots growing,
feel and draw roots, and learn about different kinds of roots.
• Weeds for students to pull (either one large weed for the whole class, or one small weed per student)
• One sheet of poster paper and markers for each group of 6-7 students
• Art supplies: paper, crayons, markers, and colored pencils etc. for all students
• Root matching game cards (see pages 16-18)
You will need two or three parent volunteers or aides to allow students to move through the steps of this
activity in smaller groups.
© Life Lab Science Program 2007 9

12. Class Discussion
What are roots? What do they do for the plant? How? (Roots take up nutrients and water from the soil that the
plant needs to grow and live.) We’re going to look at many different kinds of roots and talk about what they do to
help plants grow.
1. Divide the class into groups of three to four students. Have each parent volunteer or aide lead a group of
students through the following steps of the activity.
2. Start by letting the students conduct a finger test of the soil. Have them try to “plant” a finger into moist,
soft soil and also into the hard compacted soil of a path. Which place would plants want to grow? Why? Roots like
light, fluffy soil in order to move into the soil to find water and
3. Let students pull out a weed (you may need to loosen the soil to enable them to pull up the roots) and bring
the roots back to a parent or another adult who did not see the roots. Have the students work as a group to
use describing words to tell the parent how to draw the roots from one of their weeds without the parent
seeing it. Have the parent draw the root based on these descriptions and then compare the drawing with the
actual root.
4. Allow students time to draw, trace, or in anyway explore the roots they collected.
5. Play the matching game with students (see paqges 16-18). The group leader (parent or aide) should hold
onto the root description cards, and give a root picture card to each student. Read each root description card
aloud to the group, and ask students to raise their hand if their root picture matches that description. Have the
students explain why their root belongs in that group.
6. End with a discussion about the activity. Ask students to tell you what they have learned about roots and
what roots do for the plant.
Wrap Up
Encourage students to share what they have learned about roots. What do roots take from the soil to give to the
rest of the plant? Would the plant survive without roots? How can we help roots to grow in the soil?
© Life Lab Science Program 2007 10

13. Watercolors
Students observe colored water move through a celery stalk.
To demonstrate how water moves to the leaves and is used in photosynthesis.
Teacher Background
Water moves upward in plants: it enters through the roots, travels up through the stem, and
exits the plant through tiny holes in the leaves. As water evaporates from the leaves of plants, more water is
pulled upwards through the stem. By moving water through in this way, plants play an important role in the wa-
ter cycle. The water that leaves the plant enters the atmosphere. This lesson will give students an opportunity
to see that water moves through the plant, and that the stem provides roadways for its passage.
• One fresh celery stalk with leaves per group of four students
• One clear glass or cup per group
• Red food coloring
• Water
• Hand lenses
Class Discussion
Start by asking questions: Where do plants get water? (From the roots.) How do we know plants need water? Leaves
need water to make food. How do the leaves get the water? How does the water travel from the roots to the leaves?
(Through the stem.)
1. Divide the class into groups of four and distribute materials.
2. Have each group add water and food coloring to their containers.
3. Immerse a celery stalk with bottom cut off in the water in each container.
4. Have each group label their container and set it in a visible location.
5. Make a drawing or graph of the celery plant. Daily, observe and record the height of the colored water in the
stalk every few hours.
6. When the food coloring reaches the leaves, cut the stem and examine it with hand lenses.
Wrap Up
Ask the students, What did you observe? Why is it important for water to reach the leaves? How did the water get
pulled to the leaves? What do stems do for the plant?
© Life Lab Science Program 2007 11

14. Plant Watchers
Students plant seeds or seedlings and learn about
the needs of plants.
Students practice planting seeds or seedlings and use
their observation skills to watch their plant change over time.
Teacher Background
The transformation of a seed from a tiny motionless speck to a green shoot pushing its way out of the soil is
thrilling to observe -- especially for children.
For seeds to germinate, the right conditions are necessary:
Water: Water the seeds lightly to keep the soil moist. The water softens the seed coat and swells the
inside of the seed, causing it to crack open. However, too much water can drown a seed.
Temperature: Each type of seed has a range of temperatures at which it grows best. A classroom
temperature of 60 º F to 80 º F is satisfactory for most seeds. Until the plants have two sets of leaves,
try to avoid window sills and other sections of the room in the which the temperature fluctuates radically.
Oxygen: Seeds need oxygen. Soil that is compacted too tightly can smother them. Plant them in a seed
starting mix.
Light: Seeds germinate best in the dark. Seedlings, on the other hand, need plenty of light.
For class:
• 1 bag organic seed starting mix
For each pair:
• 1-2 spoons
• Spray bottle full of water
• 6 seeds (lettuce, peas and/or radishes) or 2 broccoli seedlings
• 2 3-inch plastic pots
• 2 labels or 2 strips of masking tape
• Art supplies: paper, markers, crayons
© Life Lab Science Program 2007 12

15. Class Discussion
Encourage students to share what they know about seeds by discussing how scientists work. What is a seed?
What does it need to grow? How do you plant a seed? How does it change after it has been planted? Scientists observe
things to find answers to their questions. As they watch, they record their observations. Tell students that they, too, will
be watching and recording in this activity.
1. Divide the students into pairs. Have them draw a picture of one or all of the seeds. If you are using more
than one type of seed, explain which seeds are which and have students identify each in their picture. If you are
transplanting seedlings, have the students draw the seedlings.
2. Direct each pair to a planting station. Instruct them to work together to do the following:
• Write their names on the masking-tape strips or labels and place one on each pot.
• Use the spoons to fill the pots about three quarters full of soil.
• Plant each seed by poking a hole in the soil about twice the seed’s length. In other words, the
smaller the seed, the shallower the hole.
• Gentle brush the soil back over the seeds
• Use the spray bottle to mist the soil. The soil should be wet but not drenched.
3. Place the seeds in a location where they can be watched and maintained.
Wrap Up
Ask pairs to reflect on their experience. What do you think will happen to your seeds? What do you think the seeds
need to grow? What can we do for the plants to help them grow?
© Life Lab Science Program 2007 13

16. Plant Reporters
In this post-assessment activity, students discuss what they have learned, and review and answer the questions
they had about plants (recorded during “Plant Detectives” activity).
Students demonstrate what they have learned about the characteristics of plants and what resources plants
need to grow.
Teacher Background
This activity serves as a way to review what the students have learned, as well as answer any lingering
questions students might have about plants.
• “Questions we have about plants” poster from “Plant Detectives” activity
Class Discussion
Review the list of “Questions we have about plants”. Do we now know the answers to these
questions? How did we find the answers? What have we learned about what plants need? What have we learned about
how plants change?
1. Share a newspaper or magazine gardening column with the class.
2. Have students imagine that they are reporters planning to interview their classmates about their plant
experiments. Have them brainstorm questions and record the questions on chart paper.
3. Pair up students and have them role play as television reporters and plant scientists being interviewed about
the class experiments.
Wrap Up
Ask students what they learned during their plant unit. What was your favorite part of the unit? What do you still
want to learn about plants? Where could we find answers to those questions?
© Life Lab Science Program 2007 14

17. See Leaves and Stems Activity, Page 7
Leaf Scavenger Hunt
Find a plant with…
BIG leaves
Why would a plant have big leaves? What might collect there? What happens to the soil underneath them?
(Some plants have big leaves to collect water, keep the soil underneath the plant moist, and collect more sun-
light.)
Spiny leaves
Why would a plant have spiny leaves? Who are they protecting the plant from?
(Some plants have spiny leaves so animals will not eat them.)
Leaves that smell good
Why would a plant have leaves that smell good?
(To attract pollinators.)
Leaves that smell bad
Why would a plant have leaves that smell bad?
(So animals will not eat them.)
Waxy leaves
Why would a plant have tough, waxy leaves?
(Some desert plants have waxy leaves to help keep water inside.)
Thick leaves
Why would a plant have thick leaves? What might the plant store in its leaves?
(Some plants that live in dry places store water in their leaves.)
Leaves that trap insects
Why would a plant have leaves that trap insects? What does a plant do with the insects that it catches?
(The plant digests the insect and gets minerals from it. This is a way for plants to survive in soil with very few
nutrients.)
Leaves we like to eat
We eat food from plants every day! What are some leaves that we like to eat?
© Life Lab Science Program 2007 15

18. See Roots Activity, Page 9
Tap Roots
Plants with tap roots have one big, long root.
• Plants with tap roots will not be knocked over by the
wind or animals.
• Plants with tap roots can reach nutrients and water that
are deep down in the soil.
Fibrous Roots
Plants with fibrous roots have many small roots.
• If animals eat the leaves and stem of a plant with fibrou roots, some of the roots will stay behind to start
growing again.
• Plants with fibrous roots can gather many nutrients and
water from the top layer of the soil.
Food Storage Roots
Plants with food storage roots have one main root that
grows long and wide.
• Plants with food storage roots keep animals above ground from eating the food that they worked hard to
make.
• Plants store food in their roots to use during the winter, when there is little sunlight and the plants can not
make very much food.
• Food storage roots are actually a type of tap root!
© Life Lab Science Program 2007 16

21.

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© Life Lab Science Program 2007

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