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Project GLADDavid Douglas School District-Oregon

PLANTS (Level 5)

UNIT IDEA PAGES

I. UNIT THEME• Plants & how they effect humans• Parts of a plant and physiology• How different cultures used plants • How plants contributed to multiethnic diversity• Desire for money dive people• Science:

-Photosynthesis, parts of a plant, Transport System, Plant Cells, Life Cycles, plant reproduction, types of plants; classification

II. FOCUSING/MOTIVATION• Observation Charts• Inquiry Chart• Picture File cards• Big Book• Read Alouds• Chants• Super Scientist Awards• Field Trips• Experiments• Realia

III. CLOSURE• Processing Inquiry Charts• Portfolio Folders• Songs and Poetry• Home/School Connections• Experiments• Presentations• Test• Learning Logs• Independent Project

IV. CONCEPTSSCIENCE• Plants have four basic parts that help it survive.• Plants cells have characteristic parts, which you can view under a microscope.• Plants get their energy from a process called photosynthesis.• Plants release oxygen needed for respiration by living things.• Seed plants reproduce both sexually and asexually.• The life cycle of a seed plant includes definite stages.• Plants can be classified

Project GLAD – Plants Level 5 – David Douglas School District, Portland, OR

• Plant structures are able to adapt to variables of light, temperature and other conditions.LIFE SCIENCECCG 1: DIVERSITY/INTERDEPENDENCE: Understand the relationships

among living things and between living things and their environments.Describe the relationship between characteristics of specific habitats and the

organisms that live there.• Describe the living and nonliving resources in a specific habitat and the adaptations

of organisms to that habitat.• Describe how adaptations help a species survive.• Describe changes to the environment that have caused the population of some

species to change.• Identify conditions that might cause a species to become endangered or extinct.CCG2: ORGANISMS: Understand the characteristics, structure, and functions of

organisms.• Classify a variety of living things into groups using various characteristics.• Describe basic plant and animal structures and their functions.• Associate specific structures with their functions in the survival of the organismEARTH AND SPACE SCIENCECCG3: THE DYNAMIC EARTH: Understand the properties and limited

availability of the materials which make up the Earth.• Identify properties and uses of Earth materials.• Recognize that soils vary in color, texture, components, reaction to water and ability to support the growth of plants. • Recognize that the supply of many resources is limited, and that resources can be extended through recycling and decreased use.CCG4: THE DYNAMIC EARTH: Understand changes occurring within the

atmosphere of the earth.• Identify causes of earth surface changes.• Identify effects of wind and water on Earth materials using appropriate models.• Explain the water cycle• Identify factors affecting water flow, soil erosion and deposition.SCIENTIFIC INQUIRYCCG5: COLLECTING AND PRESENTING DATA: Conduct procedures to

collect, organize, and display scientific data.• Collect, organize, and summarize data from investigations.CCG6: ANALYZING AND INTERPRETING RESULTS: Analyze scientific

information to develop and present conclusions.• Summarize, analyze, and interpret data from investigations.CCG7: FORMING THE QUESTION/HYPOTHESIS: Formulate and express

scientific questions of hypotheses to be investigated.• Make observations. Ask questions or form hypotheses based on those

observations, which can be explored through scientific investigations.CCG8: DESIGNING THE INVESTIGATION: Design safe and ethical

scientific investigations to address questions or hypotheses.• Design a simple scientific investigation to answer questions or test hypotheses.PHYSICAL SCIENCECCG9: ENERGY: Understand energy, its transformations, and interactions with

matter.• Identify forms of various types of energy and their effects on matter.• Identify various forms of energy including heat, light, sound, and electricity.


• Describe examples of energy transfer.• Identify examples of energy transfer in the environment

SOCIAL STUDIES• Plants have adapted and changed over time• The effect of geography (land and climate) on plants and where they grow• Geographical origins of plants• The human responsibility of taking care of plants• The effects of plants and their uses on human lives; medicine, economy, travel, and industry.

HISTORYCCG1: HISTORICAL SKILLS: Interpret and reconstruct chronological

relationships.• Interpret data and chronological relationships presented in timelines and narratives.• Order events found in historical narratives.• Calculate time and infer information from timelinesCCG2: HISTORICAL SKILLS: Analyze cause and effect relationships,

including multiple causalities.Identify cause and effect relationships in a sequence of events.CCG3: HISTORICAL SKILLS: Understand, recognize, and interpret change and

continuity over time.• Understand how history can be organized using themes, geography, or

chronology.CCG4: HISTORICAL SKILLS: Identify and analyze diverse perspectives on and

historical interpretations of historical issues and events.• Identify primary and secondary sourcesCCG5: HISTORICAL SKILLS: Understand relationships among events, issues,

and developments in different spheres of human activity (i.e. economic, social, political, cultural).

ECONOMICSCCG6: Understand that resources are limited (e.g., scarcity).• Understand that all economic choices have costs and benefits, and compare options

in terms of costs and benefits.CCG7: Understand economic tradeoffs and how choices result in both costs and

benefits to individuals and society.• Identify and give examples of consequences of economic choices in terms of

• Understand the difference between "needs" and "wants" and their relationship to economic tradeoffs.

CCG8: Understand how conditions in economy influence and are influenced by the decisions of consumers, producers, economic institutions, and government.

• Understand how supply and demand influence price, and how price increases or decreases influence the decisions of consumers.

• Understand that prices rise and fall depending on supply and demand.CCG9: Understand economic concepts, principles, and factors affecting the

allocation of available resources in an economy.• Understand how decisions regarding what to produce, how to produce, and for

whom to produce are answered in various economic systems.• Understand how decisions about production are made in traditional, capitalist, and

command economies.CCG10: Understand the interdependence of the global economy and the role

played by the United States.


• Recognize examples of how nations interact economically.GEOGRAPHYCCG11: Use maps and other geographic tools and technologies to acquire, process,

and report information from a spatial perspective.• Examine and understand how to prepare maps, charts, and other visual

representations to locate places and interpret geographic information.• Use maps and charts to interpret geographic information.• Use other visual representations to locate, identify, and distinguish physical and

human features of places and regions.CCG12: Understand economic, cultural, and environmental factors that influence

changes in population, and evaluate the consequences of the resulting increases or decreases in population.

• Identify and give examples of issues related to population increases and decreases.• Identify and give examples of positive and negative impacts of population

increases or decreases.CCG13: Understand how people and the environment are interrelated.• Understand how physical environments are affected by human activities.• Understand how and why people alter the physical environment.• Describe how human activity can impact the environment.• Understand how human activities are affected by the physical environment.• Identify constraints on human activity caused by the physical environment.• Understand how the physical environment presents opportunities for economic

and recreational activityCCG14: Compare and analyze physical (e.g., landforms, vegetation, wildlife,

climate, and natural hazards) and human (e.g., population, land use, language, and religion) characteristics of places and regions.

• Identify physical and human characteristics of regions in the United States and the processes that have shaped them.

• Identify and locate major landforms, bodies of water, vegetation, and climate found in regions of the United States.

• Identify the type of economic activity, population distribution, and cities found in regions of the United States.

• Identify and compare physical and human characteristics of major regions and significant places in the world.

• Locate and identify population centers and geographic reasons for their locations.• Identify, locate, and compare the cultural characteristics of places and regions.• Recognize relationships between the physical and cultural characteristics of a place

or region.CCG15: Analyze the causes of human migration (e.g., density, food and water

supply, transportation and communication systems) and its effects (e.g., impact on physical and human systems).

• Identify patterns of migration and cultural interaction in the United States.ENGLISH/LANGUAGE ARTS

READINGCCG1: Increase word knowledge through systematic vocabulary development.

Demonstrate literal comprehension of a variety of printed materials.• Identify sequence of events, main ideas, facts, supporting details, and opinions in

literary, informative, and practical selections. Students will identify or summarize the following:

• the order of events or a specific event from a sequence of events.


• a statement or sentence that best indicates the main idea of the selection.• directly stated facts, e.g., action or events; directions for an experiment or

problem-solving exercise; information from charts/graphs; names of characters, places, or things in the selection; special circumstances relevant to the

story.CCG2: Demonstrate inferential comprehension of a variety of printed materials.• Identify relationships, images, patterns, or symbols and draw conclusions about

their meanings in printed material.• Identify implicit relationships such as cause and effect, sequence-time

relationships, comparisons, classifications, and generalizations.• Identify unstated reasons for actions or beliefs based on explicitly stated

information in the passage.CCG3: Recognize, pronounce, and know the meaning of words in text.• Determine meanings of words using contextual and structural clues, illustrations,

and other reading strategies.• Use context clues to choose the correct meaning for identified words in the reading

• Use knowledge of commonly used prefixes and suffixes to help define words in • Use knowledge of contractions and possessives to help determine the

meaning of words in the passage.• Use illustrations such as pictures, charts, graphs, or diagrams to determine the

meaning of words in the passage. CCG4: Locate information and clarify meaning by using illustrations, tables of

contents, glossaries, indexes, headings, graphs, charts, diagrams, and/or tables.• Use information in illustrations, graphs, charts, diagrams, and tables to help

understand a reading passage.• Use a glossary to locate words to help clarify meaning.• Use headings to locate where needed information is likely to be found.WRITINGCCG5: Communicate knowledge of the topic, including relevant examples, facts,

anecdotes, and details appropriate to topic, audience, and purpose. Express ideas in an engaging and credible way to audience and purpose.

• Convey clear main ideas and supporting details in ways appropriate to topic, audience, and purpose.

• Provide relevant supporting details.• Provide content and selected details that consider audience and purpose.CCG6: Structure information in clear sequence, making connections and transitions

among ideas, sentences, and paragraphs.• Structure writing by developing a beginning, middle, and end with clear sequencing

of ideas and transitions.• Develop a recognizable beginning that introduces the audience to the topic.• Develop a clearly sequenced body that contains identification of main topics and

supporting details about the topics.• Develop a conclusion.• Use some transitional words, e.g., first, then, finally, also.CCG7: Express ideas in an engaging and credible way appropriate to audience and

purpose.CCG8: Develop flow and rhythm of sentences. • Use sentence structures that flow and vary in length.• Use simple and complex sentences.• Vary sentence length and beginnings.


• Create sentences that flow together and sound natural.CCG9: Demonstrate knowledge of spelling, grammar, punctuation, capitalization,

paragraphing, and citing sources.• Use correct spelling, grammar, punctuation, capitalization, and paragraphing.• SPELLING: • correctly spell words appropriate to benchmark level. • limit use of phonetic spelling to uncommon or difficult words.• GRAMMAR AND USAGE: • show basic control of subject-verb agreement. • use a consistent point of view, i.e., first, second, third person.• PUNCTUATION: • use correct end of sentence punctuation. • correctly place commas in dates, in a series, and after introductory words. • use apostrophes in contractions and singular possessives.• CAPITALIZATION: • correctly capitalize sentence beginnings, proper nouns, titles, abbreviations, and

the pronoun "I" .• PARAGRAPHING: • use paragraph breaks.CCG10: Use a variety of written forms (e.g., journals, essays, short stories, poems,

research papers, business and technical writing) to express ideas appropriate to audience and purpose. Use multi-step writing process (e.g., identify

audience and purpose, generate ideas, plan, draft, confer, revise, and publish) to express ideas.

• Write in a variety of modes (e.g., narrative, imaginative, expository, persuasive) and forms (e.g., essays, stories, reports) appropriate to audience and purpose.

COMMUNICATIONCCG11: Demonstrate control of eye contact, speaking rate, volume, enunciation,

inflection, gestures, and other nonverbal techniques.• Demonstrate control of eye contact, speaking rate, volume, enunciation, and

gestures appropriate to audience and purposeCCG12: Investigate topics of interest and importance, selecting appropriate media

sources and using effective research processes.CCG13: Acquire, interpret, and use information from print, visual, electronic, and

human resources.CCG14: LISTENING: Demonstrate comprehension of messages from authentic

and other sources for a variety of purposes.

ELD STANDARDS - GRADES K - 5 (Oregon State Standards)READING

Beginning LevelWord Analysis• Recognize English phonemes that correspond to phonemes students already hear and produce while reading aloud.Fluency and Vocabulary Development• Read aloud simple words in stories or games (e.g., nouns and adjectives).• Respond appropriately to some social and academic interactions (e.g., simple question/answer, negotiate play).• Demonstrate comprehension of simple vocabulary with an appropriate action.


• Retell simple stories using drawings, words, or phrases.Early Intermediate Level

Word Analysis• Recognize words and phrases using context clues and illustrations.Fluency and Vocabulary Development• Apply knowledge of content-related vocabulary to discussions and reading.• Read simple vocabulary, phrases, and sentences independently.• Use knowledge of English morphemes, phonics, and syntax to decode and

interpret the meaning of unfamiliar words in simple sentences.• Demonstrate internalization of English grammar, usage, and word choice

by recognizing and correcting some errors when speaking or reading aloud.

• Demonstrate recognition or words and phrases and word/object correlation from previously learned materials.

• Read own writing of narrative and expository text aloud with some pacing, intonation, and expression.

Intermediate LevelWord Analysis• Understand that printed materials provide information.• Recognize that sentences in print are made up of separate words.Fluency and Vocabulary Development• Create a simple dictionary of frequently used words.• Demonstrate internalization of English grammar, usage, and word choice

by recognizing and correcting errors when speaking or reading aloud.• Read grade appropriate narrative and expository texts aloud with appropriate pacing, intonation, and expression.

Advanced LevelWord Analysis• Apply knowledge of word relationships, such as roots and affixes, to derive meaning from literature and texts in content areas.

V. VOCABULARYAdaptation Cultivate Germination ScurvyAngiosperms Cytoplasm Membrane StomataCambium Decomposer Nomenclature VacuoleChloroplasts Domestication Nonvascular

Botany: The study of plantsPhloem: A tissue, made from tube like cells, that carries sugars produced in the

leaves down through the stems to other parts of the plant. (Along with xylem- make transport system of a plant)

Rhynia: One of the earliest vascular plants in the fossil recordXylem: A tissue, made from tube like cells that carries water and minerals up from

the roots and then through the stems. (Along with phloem- make transport system of a plant)

VI. SOCIAL STUDIES/SCIENCE/MATH SKILLS• SOCIAL STUDIESexpressing ideas orallygroup/partner discussions


organizingcomparing and contrastingmap skillsinferring and predictinghypothesis

•SCIENCEobserving propertiesgraphingproblem solvingcommunicatingcomparing and contrastingorganizing

classifyingsequencinggrouping

developing hypotheses

•MATHgraphingworkspace

story problemsaddition and subtraction

patterning

VII. RESOURCES

Literature Resources for Plants GLAD UnitContributed by Cindy Bradley, Earl Boyles Elementary

Silver, Donald. Why Save the Rain Forest? New York, NY : J. Messner, c1993. ISBN 0671866095 (LSB) 0671866109 (pbk.) Dowden, Anne Ophelia. The Blossom on the Bough : A Book of Trees. New York : Ticknor & Fields, 1994. ISBN 0395683750; 0395689430 (pbk.)

Mitchell, Barbara. A Pocketful of Goobers : a Story About George Washington Carver. Minneapolis : Carolrhoda Books, c1986. ISBN 0876142927 (lib. bdg.)

Burnie, David. Tree. 1st American ed. New York : Knopf : Distributed by Random House, 1988. ISBN 0394896173; 0394996178 (lib. bdg.).

Ganeri, Anita. Plant Science. New York : Dillon Press, 1993. ISBN 0875185800

Bash, Barbara. Ancient Ones : The World of the Old-growth Douglas Fir. 1st ed. San Francisco : Sierra Club Books for Children, c1994. ISBN 0871565617.


Related Juvenile Titles in the Multnomah County Library system(sorted by classification)

Call No. Titlej570 B751s The science of life: projects and principles for beginning biologistsj572.46 S587p Photosynthesisj574.526 K67w What do we know about grasslands?j574.526 K67wr What do we know about rainforests?j574.526 L239c Coral reefs in dangerj574.526 L253t Tropical rain forests around the worldj574.526 L411L Lily pad pond : text and photographsj574.526 L411m Mangrove wilderness : nature's nurseryj574.526 L611t Tropical rain forestsj574.526 L616d A desert yearj574.526 L672a Antonio's rain forestj574.526 M173d Desertj574.526 M256w Where the waves break : life at the edge of the seaj574.526 M992o Our endangered planet. Tropical rain forestsj574.526 P247g Green giants : rainforests of the Pacific Northwest j574.526 P359nd Nature's footprints in the desertj574.526 P957c Coral reefs : earth's undersea treasures j574.526 R327t BEGINNING FACTS The tree in the ancient forest j574.526 R776w Wetlands j574.526 R813a All eyes on the pond j574.526 S275d Desert j574.526 S275t Temperate deciduous forest j574.526 S275tr Tropical rain forest j574.526 S587a Arctic tundra j574.526 S587as African savanna j574.526 S587p Pondj574.526 S587s Seashore j574.526 S625b The Brazilian rain forest j574.526 S625g The Great Astrolabe Reef j574.526 S798a America's prairies j574.526 S878m Mountains j574.526 S878t Temperate forests j574.526 T243m Meadow j574.526 W192a America's deserts : guide to plants and animals j574.526 W727b Between cattailsj574.526 W959b Beneath the waves : exploring the hidden world of the kelp forest j577.3 F785o Our living forests j577.3 G892d Destination : rain forest j577.3 J68w Walk in the deciduous forest j577.3 K66e Exploring the rain forest j577.3 M278f A forest's life : from meadow to mature woodland j577.3 M414c The coniferous forest j577.3 P915w A walk in the rainforest j577.3 S798a America's forests j577.34 B419r he rain forests of the Pacific Northwest j577.34 C524t The tropical rainforest


j577.34 G348r Rain forest j577.34 G475L The last American rainforest, Tongass j577.34 G798j Jungle j577.34 G816r Rain forest j577.34 J68w A walk in the rain forest j577.34 K71j Journey into the rainforest j577.34 L345m The most beautiful roof in the world : exploring the rainforest canopy j577.34 L672p People of the rain forests j577.34 P189j Journey through the northern rainforest j577.34 P672t Trees and plants in the rain forest j577.54 J68w A walk in the desert j577.54 M173d Desert j577.6 P243p Pond & river j577.63 M879p Pond j577.64 C353r River life j577.68 F785L Life in a wetland j578.754 S186i BEGINNING FACTS In the desert j578.76 B825r River, lakes, and ponds j578.76 C697o Our wet world : exploring earth's aquatic ecosystems j578.77 M153a About the oceanj579.8 C418s Sea soup : phytoplankton j580 B665s The science of plants j580 O96h How seeds travel j580 P957b Being a plant j580 R14g Grocery store botany.j580 T151u Unearthing garden mysteries : experiments for kids j580 T238i Incredible plants j580 W932o Oh say can you seed? j581 B966p Plant j581 D79w Wild green things in the city; a book of weeds.j581 G196w What's inside plants?j581 T335g Green plantsj581.078 M849p The plant cyclej581.3 G441f From seed to plant j581.3 P416h How plants grow j581.4 C246p Plant survival: adapting to a hostile worldj581.5 L253e Endangered plants j581.526 S625a Ancient forestsj581.53 N669c Carnivorous plantsj581.6 E75p Poison plants j581.76 G455s Seashore j582.16 C527s The secret life of treesj583.121 O96c Carnivorous plantsj586 C437p Plants without seeds j587.3 K79f Ferns; plants without flowers.j588.2 J69m Mosses


Online ResourcesPlease note that internet addresses change frequently and some of these links may no longer be active.

Remember to check the “Terms of Use” on each site!

Cindy Bradley, Earl Boyles ElementaryTimeline, North American Southwest. Smithsonian Institute: Textiles of the North American Southwest website <http://educate.si.edu/textiles/english/timeline/>

J. Folsom, Ed. Plant Trivia Timeline. Huntington Botanical Gardens website <http://www.huntington.org/BotanicalDiv/Timeline.html>

Biotech Timeline. Biotech Knowledge Center website <http://www.biotechknowledge.monsanto.com/biotech/bbasics.nsf/timeline.html?OpenPage>

Garofolo, Michael P., compiler. The History of Gardening: A Timeline from Ancient Times to the Twentieth Century. January 1, 2003. The Garden Digest website <http://www.gardendigest.com/timegl.htm>

Proposed General Timeline and list of lessons and activities: Topic- Seed Germination Week One. University of Arizona website <http://biology.arizona.edu/sciconn/lessons2/Roxane/time.htm>

Shane Bassett, Mill Park Elementary Songs for Teaching - Using Music to Promote Learning (includes chants, raps, poetry)<http://www.songsforteaching.com>

Pam Beggs, District OfficeClassroom Clipart : Tons of categories for all subjects. (Clicking on category PLANTS leads to related subcategories of botany, cropts, ferns, flowers, fruits, fungi, gardens, herbs, trees, vegetables, wildflowers) <http://classroomclipart.com>

Bureau of Land Management - Environmental Education website. Each site also contains classroom activities and teacher resources

Alaska's Cold Desert<http://www.blm.gov/education/00_resources/articles/alaskas_cold_desert/index.html>Columbia River Basin Ecosystem<http://www.blm.gov/education/00_resources/articles/Columbia_river_basin/index.html>Great Basin Ecosystem<http://www.blm.gov/education/great_basin/great_basin.html>High Plains Ecosystem<http://www.blm.gov/education/high_plains/high_plains.html>Mojave Desert Ecosystem<http://www.blm.gov/education/00_resources/articles/mojave/index.html>Sonoran Desert Ecosystem<http://www.blm.gov/education/00_resources/articles/some_like_it_hot/index.html>Colorado Plateau Ecosystem<http://www.blm.gov/education/colplateau/index.html>Pacific Northwest Coastal Ecosystem<http://www.blm.gov/education/00_resources/articles/green_mansions/index.html>

Kids Domain. Among the many games for kids is a section with interactive ONLINE SCIENCE GAMES for kids -- among the topics are ecology, environment, rainforest, plants .


<http://www.kidsdomain.com/games/earthday.html>

Enchanted Learning. Teacher and student resources on many subjects. Here is the link to their page with plant worksheets. <http://www.zoomwhales.com/subjects/plants/printouts.shtml>

University of California, Berkeley. Museum of Paleontology Among the topics covered are: geologic timeline; early plant life; evolution.<http://www.ucmp.berkeley.edu/>

The Teacher’s Corner Teacher resources.<http://www.theteacherscorner.net/thematicunits/plants.htm>

National Biological Information Infrastructure (NBII) Teacher resources.<http://www.nbii.gov/education/botany.html>

ProTeacher Teacher resources.<www.proteacher.com/110013.shtml>

ABCTeach. Forms and worksheets<http://abcteach.com/directory/theme_units/science/plants/>

Teach, Learn Communicate Thematic units; internet activities; links ro resources.<http://alfy.lycos.com/Teachers/teach/Thematic_Units/Plants/Plant_2.asp>

Houghton Mifflin Education Place Internet resources and links, graphic organizers, activities.<http://www.eduplace.com/monthlytheme/march/plants_additional.html>


Project GLADDavid Douglas School District

PLANTS(Level 5)

UNIT PLANNING PAGES

I. FOCUSING/MOTIVATION• Observation Charts• Inquiry Chart• Picture File cards• Big Book• Read Alouds• Chants• Super Scientist Awards• Field Trips• Experiments• Realia

II. INPUT• Timeline of relationship between plants and humans • Narrative Input Chart

- Life cycle of a Plant• Pictorial Input Chart- Plant Transport System

- Photosynthesis- Parts of a flower- Plant cells

•World Map Input- plants in different places in the world effected cultures/Exploration• Comparative Pictorial Input Charts: - Non-woody -vs.- Woody transport systems

- Parts of a plant -vs.- Parts of a tree• Expert Groups: Corn, Potato, Coffee, Wheat, Tea, Rice, Sugar, Peanuts, Tobacco, Cotton• 10/2- in English and Primary Language• Living Wall- Plant Scene?

III. GUIDED ORAL PRACTICE• Focused Reading: Co-op Strip Paragraph

“Plants have helped humans throughout history.”• Process Grid: Type of plant

-Physiology-Origin-Uses-Influences

• T-Graph for success: Cooperation• Team Points• Personal Interaction: “Slavery”• Processing of all charts• “Farmer in the Dell” Plants• Science Exploration


• Listen and Sketch Poetry • Brainstorming• Where’s My Answer? Inquiry Chart

IV. READING/WRITINGA. Total Class

• Cognitive Content Dictionary• Group Paragraph• Pocket Chart/ Cooperative Strip Paragraph• Read Aloud• Farmer in the Dell• Found Poetry• Process Grid• Hands on Demo• Listen and Sketch

B. Cooperative/Choice• Story map- Narrative Input Chart• Ear to Ear Reading• Strip Book• Mind Map• Reading Groups:

- Clunkers & links- Extension activities using Co-op Strip Paragraph

C. Individual• SSR• Writer’s Workshop:

-Warm-up quick writes-Picture prompts

• Write/Sketch• Read the Room• Interactive Writing/ Journal

V. EXTENDED ACTIVITIES FOR INTEGRATION• Art

-Posters• Field Trip

-Nature walk• Listening Centers• Technology• Videos• Guest Speaker• Student Made Big Books• Cooking• Food Samples• Clothing/Textiles Samples

VI. CLOSURE


• Processing Inquiry Charts• Portfolio Folders• Songs and Poetry• Home/School Connections• Experiments• Presentations• Test• Learning Logs• Independent Project


VocabularySources: Silver Burdett Ginn Science Discovery Works, Teaching Guide PLANTS, 1996 (David Douglas SD adaptation)Merriam-Webster Online Dictionary <m-w.com> and Dictionary.com

Domestication: To adapt to life with humans.

Cultivate: To improve and prepare for raising crops.

Rhynia: One of the earliest vascular plants in the fossil record

Scurvy: A disease caused by vitamin C deficiency, characterized by soft, bleeding gums, bleeding under the skin and extreme weakness.

Nomenclature: A system of names used in an art or science.

Angiosperms: A plant characterized by having seeds enclosed in an ovary.

Botany: The study of plants

Xylem: A tissue, made from tube like cells that carries water and minerals up from the roots and then through the stems. (Along with phloem- make transport system of a plant)

Phloem: A tissue, made from tube like cells, that carries sugars produced in the leaves down through the stems to other parts of the plant. (Along with xylem- make transport system of a plant)

Non-Vascular: Not containing vessels for the circulation of fluids such as blood.

Membrane: A thin, flexible layer of animal or plant tissue covering or separating structures or organs.

Cytoplasm: The jellylike substance that fills much of the cell.

Vacuole: A cell part that stores water and nutrients.Decomposer: A living thing that breaks down the remains of dead organisms.Chloroplasts: A structure in plant cells that captures light energy that is used in the food-making process. They are located within the leaves of plants.

Cambium: A layer of cells in the stems and roots of vascular plants that gives rise to phloem and xylem.

Stomata: The small openings, or pores, usually on the underside of a leaf, through which gases enter and leave the plant.

Germination: Beginning to grow or sprout.

Adaptation: A structure or behavior that enables an organism to survive in its environment.

Deciduous: Shedding foliage at the end of the growing season.

Terrestrial: Living or growing on land.

Simbiosis: 1. Biology. A close, prolonged association between two or species that may, but does not necessarily, benefit each member.


Name:______________________Date:______________________

Home/School Connection #1

Plants

Let a family member know that you are beginning to study about plants at school. Ask about a personal interaction your family has had with plants. Ask one or both of the following questions:

What is your favorite plant?

Have you had any good or bad experiences with plants? Tell me about it.

What did he/she say?…


Name:______________________Date:______________________


Plants

Let your family know what you have learned about plants so far. Ask your family member both of the following questions:

How are plants helpful to humans?

How do we use plants in our daily lives?


Name:______________________Date:______________________


Plants

Share with your family the Cognitive Content Dictionary words you have learned in our plant unit. Tell them one interesting plant fact you learned today.

Ask your family member the following question:

What does our family do to help protect our environment? How can our family help to encourage more plant growth at home?


A Poem GardenPosted online by Melissa Lindsey <http://www.geocities.com/melissajl2000/plant_poems.htm>

Tomato,Perfect, round and red,

Growing in your garden bed.Cornstalk,

Tall and greenWith yellow corn inside, unseen.

Melon,Sweet and round,

Resting on the ground.String bean,On the vine,

Green like this garden of mine.


Botanist Bugaloo©2003 Cindy Bradley, Earl Boyles Elem; Lisa Oglesby, West Powellhurst Elem, David Douglas School Dist,

Portland, OR

I’m a Botanist and I’m here to sayI’m a scientist who studies plants in every way!

Where plants live and how plants growAsk me about botany and I will know!

The parts of a plant is morphology you knowFlowers, leaves, stems, roots – That’s a plant from head to toe!

Physiology studies how plants stay aliveThey make their own food – photosynthesis – That’s no jive!

Morphology, Physiology tooDoin’ the botanist bugaloo!

Classifying plants and naming them tooLooking at the leaves is what I do

Are the leaves simple or compound?Are they pointed or are they round?

Finding useful products that are made from plantsSuch as boats, bread and even your (under) pants!

Transportation, food, medicine, clothing tooThese are ways plants are useful for me and you!

Classifying, Naming, Researching tooDoin’’ the botanist bugaloo!


A DaffodilPosted on CanTeach <http://www.CanTeach.ca/elementary/songspoems22.html>

A little yellow cup,

A little yellow frill,

A little yellow star,

And that's a daffodil.


Dig A Little HolePosted online by Melissa Lindsey <http://www.geocities.com/melissajl2000/plant_poems.htm>

Dig a little hole.Plant a little seed.Pour a little water.Pull a little weed.

Chase a little bug --Heigh-ho, there he goes!

Give a little sunshine,Grow a little rose.


Five Little PeasPosted on ReadingLady.com <http://www.readinglady.com>

Five little peas in a pea-pod pressed,

One grew , two grew, and so did all the rest;They grew...and grew...and did not stop,

Until one day the pod went...POP!I dig a hole and plant a seed,

Cover it with dirt, and pull a weed.Down comes the rain, and out comes the sun,

Up grows my plant,Oh! What fun!


Five Little SeedsPosted on CanTeach <http://www.CanTeach.ca/elementary/songspoems22.html>

Five little seeds,Five little seeds.

Three will make flowers,And two will make weeds.

Under the leaves,And under the snow,Five little seeds are

Waiting to grow.

Out comes the sun,Down comes a shower.And up come the three,

Pretty pink flowers.

Out comes the sun,That every plant needs,

And up come two,Funny old weeds.


Four Little FlowersPosted online by Melissa Lindsey <http://www.geocities.com/melissajl2000/plant_poems.htm>

Four little flowersI did see.

I picked one,Then there were three.

Three little flowersPretty and new.I picked another,

Then there were two.Two little flowersOut in the sun.

I picked one more,Then there was one.

One little flowerLeft in the sun.I picked it, too,

Then there were none.


The Gardener Plants the Seeds(sung to the tune of “The Farmer in the Dell”)

Posted on CanTeach <http://www.CanTeach.ca/elementary/songspoems22.html>

The gardener plants the seeds.The gardener plants the seeds.

High ho the derry oh,The gardener plants the seeds.

2nd verse: The rain falls on the ground.

3rd verse: The sun shines bright and warm.

4th verse: The seeds begin to grow.

5th verse: Flowers grow everywhere.


Growing, Growing Little Seed© 2003 Grace Groom, Menlo Park Elem, David Douglas School Dist, Portland, OR

(To the tune of “Twinkle, Twinkle Little Star)by the 1st and 2nd grade team at Menlo Park Elementary School

* unit vocabulary words are in bold.

(begin with this chorus...)

Growing, growing little seed,Water, sun and soil I need.

Roots grow down into the ground.Stems grow high and touch the sky.

(repeat chorus)

Leaves reach out to get some sun,then they release oxygen.

(repeat chorus)

Flowers bloom for all to see,petals, stamen, pistils three.

Growing, growing little seed,please don’t grow into a weed.


GrowthPosted online by Melissa Lindsey <http://www.geocities.com/melissajl2000/plant_poems.htm>

A little garden flower

Is lying in its bed.

A warm spring sun

Is shining overhead.

Down come the raindrops

Dancing to and fro.

The little flower awakens

And starts to grow.


I Dig, Dig, DigPosted online by Melissa Lindsey <http://www.geocities.com/melissajl2000/plant_poems.htm>

I dig, dig, dig,

And plant some seeds.

I rake, rake, rake,

And I pull some weeds.

I wait and I watch

And soon, you know

My garden sprouts,

And starts to grow.


I Will Plant a Garden(to the tune of "Old MacDonald Had a Farm")


I will plant a garden green,Then I'll watch it grow.I'll dig some holes here in the dirt,In a nice straight row.With a dig-dig here,And a dig-dig there,Here a dig, there a dig,Everywhere a dig-dig,I will plant a garden green,Then I'll watch it grow.

I will plant a garden green,Then I'll watch it grow.In the hole I'll drop a seed,Then each seed I'll sow.With a drop-drop here,And a drop-drop there,Here a drop, there a drop,Everywhere a drop-drop,I will plant a garden green,Then I'll watch it grow.

I will plant a garden green,Then I'll watch it grow.I'll water each plant one by one,They'll sprout up in a row.With a squirt-squirt here,And a squirt-squirt there,Here a squirt, there a squirt,Everywhere a squirt-squirt,I will plant a garden green,Then I'll watch it grow.


I'm a Little Seed(to the tune of "I'm a Little Teapot")


I'm a little seed,Brown and fat,

I haven't got a front,And I haven't got a back.

Plant me in the earth,Give me water each day,

I'll grow to be an apple tree,While you play!


I’m a Little Seed(sung to the tune: "I’m a Little Teapot")

Submitted by: [email protected] on The Teacher’s Corner <http://www.theteacherscorner.net/thematicunits/seedpoem.htm>

I’m a little seed deep in the ground,

Warmed by the sunshine, yellow and round,

Cooled by the raindrops falling down,

Time to raise my head and look around.


I’ve Planted My Seeds(sung to the tune: Rockabye, Baby)

Submitted by: [email protected] on The Teacher’s Corner <http://www.theteacherscorner.net/thematicunits/seedpoem.htm>

I’ve planted my seeds.All in a row.

I’ve watered them wellTo make sure they grow.

High up aboveThe bright sun shines down

And soon tiny plants will poke through the ground.


Little Brown SeedsPosted on ReadingLady.com <http://www.readinglady.com>

Little brown seeds so small and round,Are sleeping quietly under ground.

Down come the raindropssprinkle, sprinkle, sprinkle.

Out comes the rainbow,twinkle, twinkle, twinkle.

Little brown seeds way down below,Up through the earth they grow, grow, grow.

Little green leaves come one by one.They hold up their heads and look at the sun.


The Little PlantPosted online by Melissa Lindsey <http://www.geocities.com/melissajl2000/plant_poems.htm>

In the heart of a seed,Buried deep so deep,

A tiny plantLay fast asleep.

"Wake," said the sunshine,"And creep to the light.""Wake," said the voiceOf the raindrops bright.

The little plant heardAnd it rose to see,

What the wonderful,Outside world might be.


Little Seeds We Sow in Springby Else Holmelund Minarik

Posted on ReadingLady.com

Little seeds we sow in springgrowing while the robins sing,

give us carrots, peas and beans,tomatoes, pumpkin, squash and greens.

And we pick themone and all

through the summer,through the fall.

Winter comes, then spring, and thenlittle seeds we sow again.


My GardenPosted on CanTeach <http://www.CanTeach.ca/elementary/songspoems22.html>

This is my garden, I'll plant it with care,

Here are the seeds I'll plant in there,

The sun will shine,

The rain will fall,

The seeds will sprout and grow up tall.


Oats, Peas, Beans and Barley GrowPosted on CanTeach <http://www.CanTeach.ca/elementary/songspoems22.html>

ChorusOats, peas, beans, and barley grow,Oats, peas, beans, and barley grow,

Do you, I, or anyone know howOats, peas, beans, and barley grow?

Firs the farmer sows his seed,Then he stands and takes his ease,

He stamps his feet,And claps his hands,

And turns around to view his land.

(Chorus)

Walking with a partner,Walking with a partner,

Make a ring, oh make a ring,Oh, while we happily dance and sing.

(Chorus)


Package of SeedsSubmitted by: Aileen Fisher


They can't see their pictures,they can't read the label --the seeds in a package --

so how are they ableto know if they're daisiesor green for the table?

It sounds like a fancy,it sounds like a fable,

but you do the sowing,the weeding, the hoeing,

and they'll do the knowingof how to be growing.


Photosynthesis Rap©2003 Cindy Bradley, Earl Boyles, and Lisa Oglesby, West Powellhurst,

David Douglas School District, Portland, OR

Plants make their food, and that’s no lie,They use light from the sun and water from the sky,

Nutrients from the soil, and last but not least,Carbon Dioxide from humans and all beasts!

They give off oxygen from their leaves,An important fact ‘cause there’s more to tell.

Plants give us food; they feed us well.

Food and oxygen are what they give, Two basic needs in order to live.

Next time you see a flower or climb a tree,Remember how plants help you and me.


Plant Cycle Chant(Farmer in the Dell)

©2003 Cindy Bradley, Earl Boyles Elem; Lisa Oglesby,West Powellhurst Elem, David Douglas School Dist, Portland, OR

Plants start as seedsThen they sprout and grow

Hey ho we all knowThis begins their cycle

Plants have xylem cellsPlants have phloem cells

Hey ho we all knowPlants have a transport system

Plants use Carbon DioxidePlants provide oxygen

Hey ho we all knowThis is photosynthesis

Plants bud and flowerThey die and decompose

Hey ho we all knowThis ends the plant cycle


PlantingSubmitted by: Dick Wilmes


I took a little seed one dayAbout a month ago.

I put it in a pot of dirt,In hopes that it would grow.

I poured a little waterTo make the soil right.

I set the pot upon the sill,Where the sun would give it light.

I checked the pot most every day,And turned it once or twice.With a little care and water

I helped it grow so nice.


Planting SeedsSubmitted by: [email protected]

Posted on The Teacher’s Corner <http://www.theteacherscorner.net/thematicunits/seedpoem.htm>

First we dig up the soilCheered by spring air.

Pantomime digging up the soilThen we rake and we rake and we rake.

Pantomime raking.Next we plant our seeds

With the greatest of care.Pantomime planting sees in the ground.Then we wait and we wait and we wait.

Fold arms and wait.Under the ground

The young seeds grow.Curl up on the floor.

Then slowly they start to rise.Slowly rise up.

Soon, up they sproutTo greet the sun.

Stand up to full height and spread arms.Oh what a lovely surprise!


Plants Here©2003 Cindy Bradley, Earl Boyles Elementary, David Douglas School District, Portland, OR

Plants here, plants therePlants, plants, everywhere.

Young plants germinating,Green plants photosynthesizing,

Vascular plants transporting,And flowering plants pollinating.

Plants for agriculture,Plants throughout the garden,

Plants in a laboratory,And plants around the world.

Plants here, plants therePlants, plants, everywhere.

PLANTS! PLANTS! PLANTS!


Pollination Song(Sung to the tune of Frere Jacques)

Words by Linda V. Long, Earl Boyles Elementary, David Douglas School District, Portland, OR

PollinationPollination

How does it occur?How does it occur?

The stamens make the pollen thatSticks to the stigma andTravels down the pistil

Into the ovules

How does it travel?How does it travel?

The birds and the beesThe windy, windy breeze.They carry the pollen from

Flower to flowerMaking new seedsMaking new seeds


SeedPosted on CanTeach <http://www.CanTeach.ca/elementary/songspoems22.html>

A little seed for me to sow

A little earth to make it grow

A little hole, a little pat,

A little wish, and that is that,

A little sun, a little shower.

A little while -

And then, a flower!


Seed LifePosted online by Melissa Lindsey <http://www.geocities.com/melissajl2000/plant_poems.htm>

A seed is planted;

First a sprout,

Then a stem,

And leaf,

And buds

Come out.

Buds grow bigger, smelling sweet,

Bees and birds come

Round to eat.

Bees and birds

Help flowers spread

Their new seeds on

The garden bed….

A seed is planted.


Seeds (are funny)Posted on CanTeach <http://www.CanTeach.ca/elementary/songspoems22.html>

Seeds are funny, funny things,Some have stickersSome have wings

Some are bigSome are small

Some round and flatSome like a ball.

Some are hidden inside of fruitSome in pods or underground roots.

Some seeds are foodsAnd good to eat,

Like corn or beansOr nuts for a treat.


Seedsby Winnifred J. MottPosted on ReadingLady.com

I planted shining seeds this spring-Just tiny they seemed to be.

And yet I hoped so very muchThat they would change to flowers for me.

Today I saw a mist of green.It made me very happy, so

I said a little thank-you prayerTo God, who made my flowers grow.


SunflowerPosted on CanTeach <http://www.CanTeach.ca/elementary/songspoems22.html>

Sunflower, sunflower, standing straight and tall,

Sunflower, sunflower, you're the tallest flower of them all!

Sunflower, sunflower, when your seeds fall to the ground,

Sunflower, sunflower, by the squirrels they'll be found!


What Makes a Garden Grow, Grow, GrowSubmitted by: Patricia Elizabeth Garner


What makes a garden grow, grow, grow?(Measure from floor with hand at three levels)

Lots of work with a rake and hoe,(Pretend to rake and hoe)

Seeds gently planted in a row --(pretend to plant seeds with thumb and index finger together)

That makes a garden grow, grow, grow.(Measure from floor with hand at three levels)What brings the seedlings up from the ground?

(With palms up, close to floor, measure at three levels)Rain from the sky coming down, down,

(Raise hands high and flutter fingers down, down, down)Bright yellow sunbeams shining round.(Make arms into big circle overhead)

Help bring the seedlings up from the ground.(With palms up, close to floor measure at three levels.)


Name:_________________Date:_________________

EXPERT GROUP - COFFEEThe coffee plant. The scientific name of the common coffee plant is Coffea arabica. It originally grew wild in Ethiopia. It is now cultivated in Java, Sumatra, India, Arabia, equatorial Africa, Hawaii, Mexico, Central and South America, and the West Indies. On the average, each person in the United States drinks the brew from about 10 pounds (4.5 kilograms) of coffee annually. Each year, the United States uses about 2,600,000,000 pounds (1,180,000,000 kilograms) or about one-fifth of all the coffee grown in the world. Other leading coffee-consuming countries include Brazil, France, Germany, Italy, Japan, and the United Kingdom. Brazil produces about a fourth of the world's coffee crop. Colombia ranks second in production. Coffee is vital to the economies of many Latin-American countries.

According to legend, coffee was discovered in Ethiopia when goatherds noticed that their flocks stayed awake all night after feeding on coffee leaves and berries. Coffee reached Arabia in the 1200's. Coffee comes from the Arabic word qahwah.

Before its use as a beverage 700 years ago, coffee was used as a food, then a wine, and then a medicine. Coffee moved from Arabia to Turkey during the 1500's, and to Italy in the early 1600's. Coffee houses sprang up throughout Europe in the 1600's, and people met there for serious discussions. Coffee probably came to America in the 1660's. Coffee growing was introduced in Brazil in the 1700's.


Coffea arabica is a shrub with glossy, evergreen leaves. It is 14 to 20 feet (4.3 to 6.1 meters) high when fully grown. As a rule, coffee growers prune it to under 12 feet (3.7 meters). It has white flowers that are self-pollinating.

The coffee fruit is called a berry. It begins to grow while the plant is blossoming and ripens from green to yellow to red. The average plant produces enough berries each year to make about 11/2 pounds (0.7 kilogram) of roasted coffee.

Coffee is a drink made from the roasted and ground beans of the coffee plant. It is the favorite hot drink in almost every country in the world.

compiled by Cindy Bradley, Earl Boyles


Name:_________________Date:_________________

EXPERT GROUP - CORNCorn, also called maize, is a plant whose food value and wide variety of uses make it the most important crop grown in the United States. It is also one of the most important crops in the world. In order of world grain production, corn ranks second, after wheat. Rice is a close third. Those three grains are the chief sources of energy in the human diet.

Corn has an amazing number of uses. The kernels--that is, the corn grain, or seeds--can simply be cooked and eaten. The kernels can also be used in making breakfast cereals, baked goods, salad dressing, and many other foods. Large quantities of corn grain, as well as cornstalks and other parts of corn plants, are fed to livestock. People eat this corn indirectly in the form of meat, eggs, and dairy products. Corn is also used in making many kinds of nonfood products, including ceramics, drugs, paints, paper goods, and textiles.

Corn was first used for food about 10,000 years ago by Indians living in what is now Mexico. For hundreds of years, the Indians gathered corn from wild plants. About 5000 B.C., they had learned how to grow corn themselves. Thus, corn came to be called Indian corn. But today the term generally refers only to varieties of corn that produce ears with multicolored kernels.

Depending on the variety, corn can be grown in most mild and tropical regions of the world. The United States is the world's leading producer and exporter of corn. It produces about two-fifths of the world's supply, chiefly in a region of the Midwest called the Corn Belt. Other


major corn producers include Brazil, China, Mexico, Romania, Ukraine, and Yugoslavia. This article deals mainly with U.S. corn production.

Appearance. A mature corn plant consists of the roots, stalk, leaves, and flowering parts. The typical Corn Belt plant has a single sturdy stalk supported by a root system with many branches. About 15 long, broad leaves grow along the stalk. The flowering parts of a corn plant are the tassel, the male reproductive structure at the top of the stalk, and the ear, the female reproductive structure about in the middle of the stalk. An ear consists of a cob covered by rows of kernels. The ear is enclosed and protected by special leaves called husks. A plant may have one or several ears. Most Corn Belt varieties bear one ear about 9 inches (23 centimeters) long per plant. Each ear has about 18 rows of kernels.

compiled by Lisa Oglesby, West Powellhurst


Name:_________________Date:_________________

EXPERT GROUP - POTATOPotato is the world's most widely grown vegetable and one of the most important foods. Potatoes have a high nutritional value and are grown in most countries.

Potatoes are prepared in various ways--baked, boiled, French-fried, fried, and mashed--and are served with meat or fish and with other vegetables. Food processors make potatoes into potato chips, instant mashed-potato powder, and other products. Food canners use potatoes in such foods as hash, soup, and stew. Other products whose ingredients may include potatoes are alcoholic beverages, flour, and certain starches used in industry.

A potato consists of about 80 percent water and 20 percent solid matter. Starch makes up about 85 percent of the solid material, and most of the rest is protein. Potatoes contain many vitamins, including niacin, riboflavin, thiamine, and vitamin C. They also contain such minerals as calcium, iron, magnesium, phosphorus, potassium, sodium, and sulfur.

Potatoes are not especially fattening unless flavored with butter, gravy, or sour cream. An average-sized baked potato that weighs from 6 to 8 ounces (170 to 225 grams) contains fewer than 100 calories. Potato growers often weigh potatoes in 100-pound (45-kilogram) units called bags. The world's growers produce about 6 billion bags of potatoes annually. China grows more potatoes than any other country. Other leading potato-growing countries include Russia, Poland, the United States, and Ukraine, in that order.


The United States produces more than 400 million bags of potatoes yearly. Idaho and Washington are the leading potato-growing states. Among the Canadian provinces, Prince Edward Island is, by far, the leading potato producer. Several hundred kinds of potatoes are grown in the United States. However, four varieties account for about 70 per cent of the nation's potato crop--the Russet Burbank, Norchip, Kennebec, and Katahdin, in that order. All four are good for baking, but the Kennebec is best for processing into potato chips. Other important varieties of potatoes raised in the United States include the Chippewa, Cobbler, Red LaSoda, Red Pontiac, Superior, and White Rose.

The potato plant The edible parts of a potato plant are growths called tubers, which form underground on the stems. Most potato plants have from 3 to 6 tubers. Some have from 10 to 20, depending on the variety, the weather, and soil conditions. Potatoes are round or oval and rather hard. They may grow more than 6 inches (15 centimeters) long and weigh as much as 3 pounds (1.4 kilograms). Their skin is thin and may be brown, reddish-brown, pink, or white. The inside of a tuber is white, and potatoes are often called white potatoes to distinguish them from a vegetable called the sweet potato. Tubers consist of several layers of material. The outer skin is called the periderm. The next layer, the cortex, serves as a storage area for protein and some starch. The third layer, known as the vascular ring, receives starch from the plant's leaves and stem. The starch moves out of the vascular ring to surrounding tissue made up of parenchyma cells. These cells are the tuber's main storage areas for starch. The center of the tuber, called the pith, consists mostly of water.

The part of the plant that grows aboveground has spreading stems and coarse, dark green leaves. The potato plant grows from 3 to 4 feet (90


to 120 centimeters) tall. It has pink, purple, or white flowers that appear three or four weeks after the plant starts to grow aboveground. The flowers of potato plants develop seedballs that resemble small green tomatoes. Each seedball contains about 300 yellowish seeds. Scientists use these seeds in developing new varieties of potato plants.

The potato originated in South America. Most botanists believe the white potato comes from a species that first grew in Bolivia, Chile, and Peru. More than 400 years ago, the Inca Indians of those countries grew potatoes in the valleys of the Andes Mountains. From the potatoes, the Inca made a light, floury substance called chuno. They used chuno instead of wheat in baking bread.

Spanish explorers in South America were the first Europeans to eat potatoes. The Spaniards introduced them into Europe in the mid-1500's. About the same time, English explorers brought potatoes to England. From there, potatoes were introduced into Ireland and Scotland. They became the principal crop of Ireland because they grew so well there. In fact, the potato became known as the Irish potato because such a large part of the Irish population depended on it for food.

White potatoes were probably introduced into North America in the early 1600's. However, they did not become an important food crop until after Irish immigrants brought potatoes with them when they settled in Londonderry, New Hampshire, in 1719.

From 1845 to 1847, Ireland's potato crop failed because of late blight. Due to this and other factors, about 1 million Irish people died of disease or starvation. About 11/4 million others left Ireland and settled in other countries, chiefly the United States.


During the 1900's, the development of food processing has resulted in a tremendous use of potatoes in making such products as French fries and potato chips. Today, processing plants use about 80 per cent of the potatoes grown in the United States.



Name:_________________Date:_________________

EXPERT GROUP - RICERice is one of the world's most important food crops. More than half of the people in the world eat this grain as the main part of their meals. Nearly all the people who depend on rice for food live in Asia. In some Asian languages, the same word means eat and eat rice. Most rice is eaten as boiled, white grain.

Rice is a cereal grain. Like other cereal grains, including wheat, corn, and oats, rice belongs to the grass family. But unlike other grains, rice grows best in shallow water. Rice thrives in many tropical areas because of their warm, wet climate. Farmers usually flood rice fields to supply the growing plants with moisture and to kill weeds and other pests. China and India are the world's leading rice-producing countries. Together, they produce more than half of the world's yearly rice harvest.

The rice plant Young rice plants have a bright green color. As the grain ripens, the plants turn golden-yellow. The grain becomes fully ripe from 110 to 180 days after planting.

Structure. The main parts of a mature rice plant are the roots, stems, leaves, and head. A system of slender roots supports the plant's hollow stems. Each stem has at least five or six joints from which the long, narrow leaves grow. The head, also known as the panicle, grows from the top joint. The panicle holds the kernels--that is, the seeds or grains--of the rice plant. Each panicle carries from 60 to 150 kernels.

Uses of rice Rice appears in many processed foods, including certain breakfast cereals, soup, baby food, snack foods, frozen foods, and flour. Breweries use broken rice kernels to make mash, an important


ingredient in beer (see BREWING [Mashing]). In Japan, rice kernels are used to make an alcoholic drink called sake, or rice wine.

Farmers may use rice hulls for fertilizer and add bran layers to livestock feed. In industry, hulls are sometimes used as an ingredient in such products as insulation, cement, and the liquid chemical furfural (see FURFURAL). A few producers extract cooking oil from the bran. Many people in Asia use the straw (dried stalks) from rice plants to thatch roofs and weave sandals, hats, and baskets.

Where rice is grown Rice grows best in areas with warm temperatures and with plentiful moisture from rainfall or irrigation. Such favorable growing conditions occur mainly in many tropical regions and the valleys and deltas of certain rivers. These rivers include the Yangtze in China, the Ganges in India, and the Mekong in Vietnam. The chief exporters of rice include the United States, Thailand, Pakistan, and China. The United States exports about 40 per cent of its crop each year. California-grown rice is sent mainly to Asia. Rice from the Southern States is sent to Western Europe, the Middle East, and Africa.

History No one knows exactly when or where rice originated. But it probably first grew wild and was gathered and eaten by people in Southeast Asia thousands of years ago. Archaeologists have found evidence that people cultivated rice for food by about 5000 B.C. in southern China and the northern part of Thailand, Laos, and Vietnam. From there, rice spread northward in China and to Japan and Korea; westward to India; and southward to Indonesia.

Traders and explorers carried rice from Asia to other parts of the world. Rice cultivation had spread to Persia (now Iran) and Syria by 300 B.C. Europeans first learned of rice from Greek soldiers who accompanied Alexander the Great's military expedition to India in the 320's B.C. But rice was not cultivated in Europe until the Moors of northwestern Africa


conquered Spain about A.D. 700 and brought rice with them. Rice was brought from Spain to Italy several hundred years later and afterward spread to southeastern Europe. Spanish explorers introduced rice to the West Indies and South America on voyages during the 1400's, 1500's, and 1600's.

Rice reached the American Colonies during the 1600's. Colonists first grew it commercially in South Carolina about 1685. Rice soon thrived in the Carolinas and Georgia. After the Civil War (1861-1865), rice production shifted westward. By 1900, farmers in Louisiana were growing about 70 per cent of the rice in the United States. Rice became established as a crop in California in the early 1900's.

Today, farmers in some developing countries increasingly use machines for plowing and other work once done by hand. Computers help some farmers plan production and control irrigation, especially in developed countries.



Name:_________________Date:_________________

EXPERT GROUP - SUGARAbout 120 million short tons (110 million metric tons) of sugar are produced worldwide every year. India leads the world in sugar production. Brazil ranks next in world sugar production, followed by China and the United States.

The United States produces about 71/2 million short tons (6.8 million metric tons) of sugar a year. Florida, Hawaii, and Louisiana are major producers of cane sugar. The Red River Valley in Minnesota and North Dakota is the largest sugar-beet growing region in the United States.

Sugar from sugar cane. Inhabitants of South Pacific islands grew sugar cane more than 8,000 years ago. The plants were also widely grown in ancient India. Sugar cane is specifically mentioned in records of an expedition by the Macedonian king Alexander the Great to what is now Pakistan in 325 B.C.

The cultivation and refining of sugar cane spread east from India to China about 100 B.C. but did not reach Europe until about A.D. 636. In the early 1400's, Europeans planted sugar cane in northern Africa and on islands in the Atlantic Ocean. Portuguese settlers later planted sugar cane on the west coast of Africa and in Brazil. The Italian navigator Christopher Columbus brought sugarcane cuttings to islands in the Caribbean Sea in 1493.

Sugar is a food widely used as a sweetener. People sprinkle sugar on such foods as grapefruit and cereal to improve their taste. Some people add it to coffee, tea, and other beverages. In addition,


manufacturers include sugar in such foods as ice cream and soft drinks.

All green plants produce sugar. But most sugar that people use comes from sugar cane or sugar beets, which produce a sugar called sucrose. This sugar is the one that people keep in a sugar bowl

Sugar belongs to the class of foods called carbohydrates. Carbohydrates provide energy for plants and animals. Sugar is refined (purified) before it is used for food. The refining process also removes vitamins and other nutrients that are necessary for growth and health. Thus, refined sugar serves only as a source of energy. Eating large amounts of sugar may increase the risk of tooth decay and help cause a person to become overweight.

Sugar cane is one of the world's main sources of sugar. Sugar cane belongs to the grass family, Poaceae or Gramineae. Its scientific name is Saccharum officinarum. Sugar cane is a tall grass plant that thrives in tropical and semitropical climates. Most sugar cane is grown in regions where temperatures generally range between 75 and 86 ºF (24 and 30 ºC) and where rainfall is high. Sugar cane needs about 60 to 120 inches (150 to 300 centimeters) of water a year. It stores sucrose in its stalks.



Name:_________________Date:_________________

EXPERT GROUP - TEATea is a beverage prepared by pouring boiling water over dry processed tea leaves. It ranks as the most popular refreshing drink in more countries than any other beverage.

The annual worldwide production of dried tea totals about 53/4 billion pounds (2.6 billion kilograms). India has always played a dominant role in world tea production. Today, India produces over 11/2 billion pounds (720 million kilograms) each year. China is the second largest producer with over 11/4 billion pounds (600 million kilograms) annually. Other tea-producing countries include Indonesia, Kenya, and Sri Lanka.

The tea plant grows in tropical and subtropical climates. The plant, an evergreen, grows quickly at low altitudes where the air is warm. The finest tea comes from elevations of 3,000 to 7,000 feet (900 to 2,100 meters). The plant grows more slowly in cool air, adding to its flavor.

The tea plant is a member of the tea family, Theaceae. It is Camellia sinensis. Tea plants have small, white, sweet-smelling flowers. Each flower produces three seeds that look like hazelnuts.

A year following being planted, the tea plants are about 8 inches (20 centimeters) high. About 3,000 tea plants grow on 1 acre (0.4 hectare) of land.

Wild tea plants grow as high as 30 feet (9 meters). But a commercial tea plant is pruned to keep it from 3 to 4 feet (91 to 120 centimeters) high. The plant matures in three to five years and produces a flush (growth of new shoots). Each shoot consists of several leaves and a bud. At lower altitudes, tea plants may grow a flush every week. At


higher altitudes, a plant needs as long as two weeks to grow a flush. Tea plants produce no flushes in cold weather.

According to legend, the use of tea was discovered by Emperor Shennong of China about 2737 B.C. The earliest known mention of tea appeared in Chinese literature of about A.D. 350. The custom of tea drinking spread to Japan around A.D. 600. The first shipment of tea to Europe was made in 1610 by Dutch traders who imported it from China and Japan. By 1650, the Dutch were importing tea into the American Colonies.

In 1657, the beverage was sold for the first time in coffee houses in England. Tea went on to become the national drink of Britain. In 1767, Britain placed a tax on the tea being used by the American colonists. Colonial resistance to the tax brought about the Boston Tea Party in 1773 and contributed to the American independence movement (see BOSTON TEA PARTY).

The use of iced tea and tea bags began in the United States. Richard Blechynden, an Englishman trying to increase the use of tea in the United States, first served iced tea at the Louisiana Purchase Exposition (also called the St. Louis World's Fair) in 1904. That same year, Thomas Sullivan, a New York City coffee and tea merchant, sent his customers samples of tea leaves in small silk bags instead of the usual tin containers.



· Web viewCoffee reached Arabia in the 1200's. Coffee comes from the Arabic word qahwah....

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