Plants are extremely important to live on Earth. They grow on mountains, in valleys, in deserts, in fresh and saltwater—almost everywhere on the planet.
1. Plant Parts Purpose Background Information The purpose of this lesson is for Plants are extremely important to life on Earth. students to learn the six basic They grow on mountains, in valleys, in plant parts and their functions. deserts, in fresh and salt water—almost everywhere on the planet. Plants come Time in all shapes and sizes from the smallest seedling to the towering Teacher Preparation: Giant Sequoias. Not only are plants 30 minutes beautiful to look at, but they also play a vital role in keeping people, Student Activity: animals, and the Earth healthy. 60 minutes Plants provide food, medicine, shelter, and the oxygen we need to breathe. In fact, Materials everything we eat comes directly or indirectly from plants. Herbivores (plant eaters) and For the teacher demonstration: omnivores (animal and plant eaters) depend of plants for survival. Even carnivores White carnation flower (meat eaters) depend on plants because Celery they often prey on animals that eat plants. Plants also provide shelter and habitats for Food coloring many animals. Glass jar filled with water Our precious soil also needs plants. When plants die they decompose and provide topsoil that is rich in nutrients and helps seeds to germinate For each partnership of 3-4 students: and grow into seedlings. Plants also help to slow erosion because their roots hold soil in place. When plants carry out photosynthesis, they Carrot with leaves attached take in carbon dioxide from the atmosphere and release oxygen for us (tap root) to breathe. Small corn plant, grass, or The basic parts of most land plants are roots, stems, leaves, flowers, weed (fibrous root) fruits, and seeds. The function of each plant parts is described below. Colored markers Roots anchor the plants in the soil and absorb nutrients and Newspaper water that are needed by the rest of the plant. Stems support the upper part of the plant and act as a transport For each student: system for nutrients, water, sugar, and starches. Photosynthesis can occur in the stem of some plants such as: cacti, celery, Toothpick or craft stick asparagus, and bananas. Paper towel Leaves are the parts of the plant where photosynthesis usually occurs—where food for the plant is made. The green substance, XXX-FBSO"CPVU"HPSH $BMJGPSOJB'PVOEBUJPOGPS"HSJDVMUVSFJOUIF$MBTTSPPNŨ
2. Plant Parts Ruler chlorophyll, captures light energy and uses it to convert water and carbon dioxide into plant food and oxygen. Hand lens Flowers are the reproductive part of plants. They often have Plant Parts handout (pages showy petals and fragrances to attract pollinators such as birds, bees, and other insects. Most flowers have four main parts: petals, stamen (anther and filament), pistil (stigma, style and ovary), and sepals. After flowers are pollinated and fertilized, they produce seeds in the ovary of the flower. Fruits are the fleshy substances that usually surround seeds. They protect the seeds and attract animals to eat them. This helps in seed dispersal. Seeds contain plant material that can develop into another plant. This plant material is called an embryo. Seeds are covered with a protective seed coat and have one or two cotyledons. Cotyledons are the food for the baby plant until it can make its own food from light and are often the first embryonic leaves of the plant. Procedure 1. Tell students that scientists consider plants to have six basic parts. Each of these parts has an important function, or role, in the life of the plant. Have students brainstorm different plant parts and record them on the board. Responses should include roots, stems, leaves, flowers, fruits, and seeds. Explain that in this activity, the class will be taking a closer look at plant parts. 2. Use the celery or white carnation to demonstrate how water, food, and minerals are transported up a stem into the leaves. Cut the bottom of a celery stalk or carnation stem and place in water with food coloring added. Throughout the day, students will see how the food coloring travels up the stem into the leaves and flowers. 3. Divide students into groups of three or four. Distribute newspaper, carrot plant, grass plant, hand lens, ruler, and Plant Parts worksheet. Instruct students to lay their plants on the opened newspaper and gently spread the roots out. Have students use a colored marker and draw a circle around the roots of each plant. Invite students to use the hand lens to make close observations of the roots. Ask students to compare each root system by measuring and drawing the roots on their worksheet. www.LearnAboutAg.org 10 $BMJGPSOJB'PVOEBUJPOGPS"HSJDVMUVSFJOUIF$MBTTSPPNŨ
3. Plant Parts Content Standards 5. Brainstorm with the students why the roots look different and discuss the possibility of the different functions of the fibrous root Grade 2 verses the taproot. Write their responses on the board. 6. Ask students if they can see the stems on the carrot and corn Science plants. Explain that the carrot plant has a very small stem located Life Sciences 2a, 2f above the root and below the leaves. The corn plant has a very Investigation & long stem called a stalk. Monocotyledons like the corn or grass &YQFSJNFOUBUJPOD G H plant have a fibrous root, whereas dicotyledons like the carrot plant begin with a taproot and often grow secondary roots. Next Generation Science Interdependent Have students compare the leaves of the carrot and grass plant. Relationships in Ecosystems What do these leaves have in common? (They are green.) What is 2-LS2.A different about these leaves? (The shape, size and the veins on the Defining and Delimiting leaves are different.) Explain to the students that all monocots have Engineering Problems parallel veins. (The veins on the leaf do not intersect.) Plants that 2-ETS1.A are dicots may have many different leaf shapes and vein patterns. Developing Possible Monocots have parallel leaf veins, fibrous roots and flower petals in Solutions 2-ETS1.B multiples of three. Examples are grasses, orchids, lilies, and palms. Dicots have net-like veins, taproots, and flower parts in multiples of 4 or 5. English Language Arts Examples are columbine, roses, peas, sunflowers, oaks, and maples. 8SJUJOH Speaking and Listening 1a, 8. Ask the students why the plant leaves are green. For simplicity, 1c share with students that plants produce their own food through a process called photosynthesis. Plants take in carbon dioxide, water, and sunlight and make glucose (sugar) and oxygen. Plant leaves Grade 3 contain chlorophyll pigment which is responsible for capturing the sun’s energy to carry out photosynthesis. Pigments are chemicals that absorb visible light. Chlorophyll absorbs red and blue light and reflects green light. Life Sciences 3a This is why we see leaves as green. Next Generation Science 9. Have students discuss their observations with the class. At this "EBQUBUJPO-4$ point, students should be able to discuss basic plant parts and their Growth and Development particular functions, like transport of food and water, growth, and of Organisms 3-LS1.B reproduction. English Language Arts Extensions Writing 8 Speaking and Listening 1b, Wash and cut enough celery so that each student will be able to 1c taste two stalks of cut celery. Wash and cut celery into five-inch sections. Place half of the celery in a saltwater solution (6 tbsp. salt dissolved into 2 cups water) and the other half into a sugar water solution (6 tbsp. sugar into 2 cups of water). Leave celery overnight in the different water solutions. Take the celery out www.LearnAboutAg.org 11 $BMJGPSOJB'PVOEBUJPOGPS"HSJDVMUVSFJOUIF$MBTTSPPNŨ
4. Plant Parts Grade 4 of the refrigerator at least one hour before the students’ taste test. Give students one of each kind of stalk. Ask them if they Science can taste a difference between the two different stalks of celery. Life Sciences 2a, 3c Explain to students that the water moves up the stem in celery Investigation & through a vascular system called the xylem. Experimentation 6f Go on a “field trip” around the school campus. Have students Next Generation Science collect leaves as they walk around the campus. Ask students to Structure and Function sort the leaves by shape when they return to the classroom. Ask -4" students if they can tell which leaves come from a monocot plant and which leaves come from a dicot plant (monocot plants have English Language Arts parallel leaves). Writing 8 Speaking and Listening 1b, ELL Adaptations 1c This lesson incorporates hands-on activities. Kinesthetic learning events provide an excellent learning environment for English language learners. Add new vocabulary to a word wall and match photos to the new words. www.LearnAboutAg.org 12 $BMJGPSOJB'PVOEBUJPOGPS"HSJDVMUVSFJOUIF$MBTTSPPNŨ
5. Plant Parts Name: Plants typically have six basic parts: roots, stems, leaves, flowers, fruits, and seeds. Draw a diagram of your plants and label each part. Carrot Plant Grass Plant www.LearnAboutAg.org 13 $BMJGPSOJB'PVOEBUJPOGPS"HSJDVMUVSFJOUIF$MBTTSPPNŨ
6. Plant Parts (continued) Plant Part Description Visual Observations Takes in water and nutrients. Attracts pollinating insects. Protects or holds seeds. Collects sunlight and makes food for the plant. Transports nutrients, water, sugar, and starches. Contains the embryo. XXX-FBSO"CPVU"HPSH $BMJGPSOJB'PVOEBUJPOGPS"HSJDVMUVSFJOUIF$MBTTSPPNŨ
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