Investigating Plants

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    Inves tigating P lan tsa mini-unit on plant parts

    compiled by April Lorr-emoreClipart by DJ lnkers

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    Suggeste d ReC id -C ilo ud s

    Flower Garden by Eve 5>unting

    Allison's Zinnia by Anita Lobel

    Tops and 5>ottoms by Janet Stevens ",_._....,..; t ! . , ' " r i s e ' o,sut' ea"(f1l!'1)

    The Surprise Garden by Zoe Hall

    Eating the Alphabet by Lois Ehlert

    Growing Vegetable Soup by Lois EhlertGrowIng Vegetable Soup

    , "WeCan Eat the Plants

    \\tu

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    Parts of a Flower

    Root- holds the plant in the ground and absorbs water and nutrientsfrom the soil. Anchors the plant. The roots of a plant are spread out.stem- carries water and nutrients to the rest of the plant. It alsohelps support it and direct the leaves towards the sunlight for them toproduce the food source for the plant. It is like a straw. Raises theheight of flowers and leaves.

    Leaves- make food for the plant. Are in different shapes. Are almostalways green but are sometimes covered with another color such asred. To make food, leaves need sunshine and C02.Flowers- make the seeds to make new flowers

    I?ulb- a type of seedsml- top of the groundGreenhouse- building for growing plants and flowers

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    Label the Parts of the Plant

    Have students do a crayon resist to create flowers.First, draw a flower with a ll of its parts (roots, stem, leaves, flower,and seeds) using a crayon. Then color in the flower by pressing downvery hard and coloring in the drawing completely. Next, paint over theflower with a blue wash. (To make the wash take blue liquid temperapaint and dilute it down with water.) The wash will not cover up thecolored parts of the paper. When the drawing is dry, have studentsadd labels to the parts of the plant.

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    leaf

    stemseeds'

    skin

    flesh

    apple

    flowers e e d s

    leafstem

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    Muffin Cup Daffodils

    Ma terials N eed ed :12 X 18 sheet of colored construction paper (the background)12 X 6 brown strip (the dirt)11 X 1 ~ green strip (the stem )3 ~ X 2 green rectangles (2) (the leaves) clip 4 corners and round4 X 2 yellow rectangles (5) (the petals) clip 2 corners and roundM uffin cup liners (for the center of the flower)W hite yarn (for the roots)Seeds (for the seeds in the center of the muffin cup)W hen the flower is dry, add crayon details and labels.

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    This ideo come from littlegiroffes.comI reolly like this woy of showing the ports of the flower beccuse it USeS0 strewfor the stem and reol seeds for the seeds. Using 0 strew to mqke the stem willhelp students mqke the connection between 0 drinking strew they USeand the jobof the stem. After gluing the seeds on, students con teste them. Discuss howsome seeds con be eoten.

    qlso from littlegiroffes.comMcke edible flowers then hove students tell 0 portner cbout the ports of thep lent end whot they do.

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    Labeling P lant P a rts

    This example is from TLC Lessons- Spring E?ook

    You can ecsi Iy make this flower by giving students precut rectangles for them toclip corners and round on.

    They need:3 dark colored rectangles for leaves3 light colored rectangles for leaves1 long skinny green rectangle for the stem2 long wide green rectangles for the leaves4 skinny rectangles for the center of the flower

    I would add roots and seeds to this if I was going make it again.

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    Labeling P lant Pa rts

    This example is from http://www.dltk-holidays.com/spring/mflower.htmlThe web page provides templates for creating this flower.

    It also suggests watching The Magic School E?usGets planted.(Discovery Streaming Videos)

    The lesson also provides the following information:THE INTRa:Plants are made up of different parts. Each part has a specific function. Thereare seven basic requirements that plants need in order to grow properly:temperature, light, water, air, nutrients, time, and room to grow.LEAVES:Photosynthesis means to IIput together using lightll. A plants leaves USesunlightto turn carbon dioxide from the air, and water into food. Plants need all of theseto remain healthy. When the plant gets enough of these things, it produces asimple sugar, which it USeSimmediately or stores in a converted form of starch.We don't know exactly how this happens. E?utwe do know that chlorophyll, thegreen substance in the leaves, helps it to occur.ROOTS:The roots help provide support by anchoring the plant and absorbing water andnutrients needed for growth. They can also Serve as storage organs for sugarsand carbohydrates the plant USeSto carry out other functions. Plants can have

    http://www.dltk-holidays.com/spring/mflower.htmlhttp://www.dltk-holidays.com/spring/mflower.html
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    either 0 primory top root system (such cs carrots) or 0 fibrous root system(such cs the plont we grew).STEMS:Stems cllow woter qnd nutrients obsorbed by the roots to trove] to the [eqves,qnd then the food produced by the [ecves is oble to move to other ports of theplont.The cells thct do this work qnd ore housed in the stems ore coiled the xylemcells (move woter) qnd phloem cells (move food).Stems clso provide support for the plont ollowing the leoves to recch thesunlight they need to produce food.FLOWERS:Flowers moy look like just onother pretty fcce, but in feet, ore importont in theproduction of seeds.Femole flowers hove 0 pistil. The pistil usually is loccted in the center of theflower qnd is composed of three ports: the stigmo, style, qnd ovcry. The stigmois the sticky knob ct the top of the pistil. It is cttoched to the long, tubelikestructure coiled the style. The style leeds to the ovqry which contoins thefemole egg cells coiled ovules.Mole flowers hove stornens. The stomen is composed of two ports: the cntherend filoment. The cnther produces pollen end the filoment holds it up.Some flowers Ore mole end fernole. Inthis cqse, the stornen surrounds the pistil.petols Ore qlso irnportont ports of the flower becouse they help ottrcctpollinotors (like bees end butterflies).wHAT IF's...vvhot would hoppen to your plont if you ... stopped giving it water? dropped it into on ocecn? stuck it in the dork? pulled it out of the dirt? put it in the refrigerotor? put it in the freezer? put it in the oven? And Why?

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    Labeling Plant Parts

    A Variation of this idea:Make one large class flower using handprints. Everyone can trace and cutmultiple copies of the hand to add to the mural. Then they con work together tolobel the flower's ports.

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    Parts of a PlantSung to the tune of: Whee Is on the 5>us

    The roots of the plant grow underground, underground, underground.The roots of the plant grow underground.The roots are a part of the plant.The stem of the plant carries water like a straw, like a straw, like astraw.The stem of the plant carries water like a straw.The stem is a part of the plant.The leaves of a plant are for making food, making food, making food.The leaves of a plant are for making food.The leaves are a part of the plant.

    The flower of a plant grows the seeds, grows the seeds, grows theseeds.The flower of a plant grows the seeds.The flower is a part of the plant.

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    Plant Part Experiments

    Celery Experiment- Cut off a fresh stalk of celery and stand itupright in a cup of colored water (plain water with food coloring addedto it, preferably red or dark blue). Discuss the fact that the celery isthe stem of the plant. Discuss changes in the celery over the next fewdays. You should start to see some coloring from the water moving upthe stalk. This ca n a lso be done with a white carnation.

    This picture came from http://mrcobbsclass.wordpress.com/I like how they recorded their observations with the date, time, and a

    picture

    Popcorn Experiment- Plant popcorn kernels in smal l clear plasticcups. Watch them grow roots. They will grow pink roots.

    Plant herb seeds in a Styrofoam cup. When the seedlings appear, thestudents can take them home with a recipe attached that uses thatherb. Suggestions: dill, parsley, or sage. Connect this activity back tohow we can eat different parts of the plant.

    http://mrcobbsclass.wordpress.com/http://mrcobbsclass.wordpress.com/
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    Carrot Experiment- A sk students "w ill a carrot top grow?" Havestudents graph their answer to the question "Can w e m ake thesecarrots grow ?"Show them a bunch of carrots w ith green leaves. Explain that theorange part of the carrot is the root that grows under the ground andthe leaves are the grow ing tip . Cut off the leaves of each carrotw ithout cutting the grow ing tip. Cut off the top part of the carrot a tleast 2 inches. Fi I I a pie pan w ith sand and push the tops into the sand.W et the sand thoroughly. Have the students predict what they thinkw ill happen. Check the carrots each day and water the sand to keep itw et. In a bou t a w eek, new leaves w iI I sprout.

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    Pineapple Experiment- I?ring a pineapple to school. Let the studentswatch you cut it and then let them taste the pineapple. Cut off the topof the pineapple, leaving around 1 inch of the fruit. put it in water,leaving the leaves exposed to the air. When the roots