Incredible Plants

Juliette M. Walker Crown Community Academy
2128 S. St. Louis
Chicago IL 60623

Angela Patrick Crown
Victor McFarlene Kanoon

(1) Students will be able to label the parts of a plant. (2) Students will be able to classify and sort plant parts. (3) Students will observe capillary action in flowers. (4) Students will observe sprouted seedlings and roots. Materials Needed: (20 students) Assorted Vegetables String (3 pieces; 3 yards each) -roots, stems, leaves Small Cups seeds, fruits, flowers Food Coloring White Carnations Forks, Plates Bowls Eye Dropper Salad Mix All Natural Salad Dressing Sprouting Seedlings Hot water Scissors rulers Strategy: (1) Students will be placed into 3 cooperative learning groups. (2) The classroom will be set up into three stations: (A) Plant Sort (Station 1) (B) Botany Board (Station 2) (C) What Are You Eating? (Station 3) (3) Each group will spend approximately 15 minutes at each station. STATION 1: PLANT SORT (1) Students will cooperatively sort vegetables according to plant parts. (2) Using a string, students will create a venn diagram grouping their plant parts according similar attributes. STATION 2: BOTANY BOARD DEMO A (1) Students will examine sprouted seedlings. (2) Using a ruler, students will measure the thickness and length of the sprouts. (3) Students will compare and contrast roots. (4) Student will record their findings. DEMO B (1) Students will cut a flower stem close to its base. (2) Students will place 8 drops of food coloring into a cup. (3) Students will then mix in two tablespoons of hot water into the cup with the food coloring. (4) Students will observe the experiment for twelve minutes. (5) Students will record and will answer three questions about their observations: a) What does the flower look like? b) What is the part of the plant that receives the water first? c) What is the purpose of the hot water? STATION 3: WHAT ARE YOU EATING? (1) Teacher will review the parts of a plant orally with students. (2) Students will be told that they will eat a salad. (3) Students will each take one plate and one fork. (4) Students will take one scoop of salad and will put it on their plate. (Salad dressing is optional.) (5) Students will return to their seats and should begin to eat their salad. As they eat their salad, students will list the parts of the plants that they ate on a worksheet under the following headings: ROOTS STEMS FRUITS LEAVES FLOWERS SEEDS Performance Assessment: At the conclusion of this mini-teach the following performance assessments will take place: STATION 1: PLANT SORT (1) Students must create a venn diagram of their plant sort. (2) Students must list their reasons for their sort. STATION 2: BOTANY BOARD DEMO A (1) Students must examine the sprouted seedlings from an existing botany board. (2) Student must compare the roots by thickness and write their findings on a worksheet. DEMO B (1) Students must complete the following exercises: a) Students must describe how the flower looks during the activity. b) Describe the part of the plant that receives the water first. c) Explain the purpose of the hot water. STATION 3: WHAT ARE YOU EATING? (1) Students must eat a salad and list what plant parts they ate in the appropriate spaces on their worksheet. (2) Students must label the main parts of a plant. References: Ewers, Katherine " Showing Nature's Way - Plant Development and The Plant Parts We Eat" Smile BIOL07.87 Burke Elementary School. Handelman, Judith Gardens From Garbage. Milbrook Press, Conn. 1993 Oppenheim, Joanne Floratorium. Bantam Books, New York, 1994 Science On The Go! Chicago Academy of Science. 1996
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