Students will gather on the carpet as we discuss the different plant parts and their function that have been discussed during the unit. The students will then work with their science partner to create books that describe the function of each part. The lesson will end with the groups sharing out their books with other books.
Our district expects students to understand that a plant is a system that goes through a natural cycle and the parts help the plant survive and reproduce. By focusing on the parts and needs of a plant, I can teach them how the parts have a role that helps a plant get the things it needs to survive. The unit will end with the class spending 4 days int eh school garden and applying their learned knowledge to the work being done in the garden.
Students demonstrate their understanding of Reproduction by…
Before I have the students start their books, I want them to review the plant parts and functions. I will start with a quick conversation and then have them play the memory game.
"We have studied different parts of the plant and their functions. Who can tell me the different parts that we have looked at?"
I write down the names of the parts, as they state them, on the white board.
"Who can tell me the function of each part?"
After each parts' function is defined, I introduce the memory game.
"You are now going to play a game with your partner. You will each need 1 set of memory cards. To play the game, you turn each of the cards over (face down) and spread them out on the table. One player then turns two cards over. Your job is to find the name of the part and the description of its function. You should alternate turns and one you have found all of the mathces, you shoudl play again."
As students are playing, I circulate to listen to the groups. I am listening for student to student discussion and explanation of the parts. I ask students questions as they play (i.e. if they turn over a card hat reads stem, I will ask them what the function of that part is).
Advanced Preparation: You will need a piece of card stock for each student.
Each piece of card stock should be folded in half (vertically).
"I want you to take your piece of card stock and place it in front of you so that it opens like a book. I want you to use a ruler and divide the cover in 4 different sections."
I will model this for the students first.
"Your job is to draw a picture of a plant with a flower at the top. It must include the roots, stem, leaves, and flower. You can use colored pencils and markers to enhance your picture. Once you have drawn the picture, I want you to use scissors to cut along each dividing line. Now each flap will open up into the inside of the book. Inside the tab, you should describe the function of each part."
The students will now share out their book that they made with someone from a different group. This way each student is naming and describing the parts and functions to someone else.
"I now want you to find someone who was not your partner and sit next to them with our book. I want you to find a quiet spot in the room and share your book and describe the function of each part. Then switch roles and have your partner share their book."
I have included a video of an interview I had with a student. I wanted you to hear a clear example of a book that meets the expectation and of a student sharing who can clearly talk about their book and explain the parts.
To finish the lesson, I have the students watch the following video. The video summarizes the names and functions of each plant part.
As I am looking through each student's book, I am looking to make sure each part is represented and that the function is clearly stated. If a student is unclear on a part, I will review the function with them before the next lesson.