|Lesson Plan ID:
|| Why Roots, Stems, and Leaves are Important|
This lesson emphasizes the importance of roots, stems, and leaves to plants. Students will explore Internet sites and do a hands-on experiment to learn facts about these parts of plants.
|SC(2) ||5. Identify the relationship of structure to function in plants, including roots, stems, leaves, and flowers. |
|TC2(3-5) ||8. Collect information from a variety of digital sources. |
|Primary Learning Objective(s):
|| Students will identify roots as plant parts that anchor plants and absorb and conduct water and minerals from the ground.|
Students will explain that stems support plants, and transport water and minerals.
Students will identify that leaves make the food a plant needs.
Students will use the Internet to learn additional information about plants.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| 91 to 120 Minutes|
|Materials and Equipment:
KWL chart, science journal, cups, red food coloring, water, celery stem, scissors
|Technology Resources Needed:
Computer with Internet access
Draw a picture of any plant on the board. Include a root, stem, leaf, seed, and fruit. Have students identify the parts of the plant.
A review of plant parts may include a visit to Meet the Plant Parts, an interactive site which has students identifying each of the plant parts in order to build a salad.
1.)Begin lesson by asking students to tell what they know about plants. Make a KWL chart to record information. Add to the discussion by telling how roots, stems, and leaves are important. Make sure the following points have been covered during the discussion.
The students may know some of the following information. Just add what was left out of the discussion.
Roots: Explain that roots grow deep in the soil. The roots hold plants tightly in the soil. Roots take in water and minerals. (Review term)
Stems: Explain that stems of most plants hold up the leaves and other plant parts that grow above the ground. Stems have tiny tubes. These tubes carry water and minerals from roots to the other parts of a plant. The tubes also carry food from the leaves to the roots.
Leaves: Explain that leaves of green plants make most of the food a plant needs. This food is sugar. Explain the process that green plants make food. A gas from the air, called carbon dioxide, goes into the plant through tiny openings in the leaves. Green leaves use sunlight to change water and carbon dioxide to sugar and oxygen (review term) the oxygen from the plant goes into the air. Plants use the sugar to live and grow. Most plants store some of the sugar they make in their stems and roots. Plants use stored food when the leaves cannot make enough food for the plant.
2.)Have the students observe movement of water up a piece of celery.
Materials: cup, red food coloring, water, celery stem, scissors.
Time: Allow two 15-minute periods and 30 minutes apart.
Safety Tips: Make certain young students use only round-tipped (not pointed scissors). Insist that any spilled water is wiped up immediately to prevent falls.
3.)Have students use their science journals to record their observations. Have the students do the following activity.
1. Using scissors cut a small piece off the bottom of the celery. Caution: Use scissors carefully.
2. Put the cut end of the celery into the cup of food coloring.
3. Have the students record what they think will happen to the celery.
4. After 30 minutes, remove the celery from the cup.
5. Use a pair of scissors to cut the celery in half.
6. Notice any color changes in the cut ends of the celery. If the students see color in both ends, have them cut the celery higher to see where the color stops. If the students do not see color in the ends, have them cut lower to find the color.
8. Put the pieces of celery back in order. Measure how far the food coloring went up the celery.
Have the students record data and answer following questions.
Suppose you left the celery in the food coloring for two more hours.
How would you expect the color to change in the celery?
Suppose the stem of a green plant was broken. What might happen to the plant?
4.)After all the students have recorded their information in their science journals, go back to the KWL chart and fill in what the students learned.
5.)After the students have helped complete the KWL chart, let them explore different websites to learn more about plants.
)This website teaches many different facts about plants.
(Plants for Kids
)This website has a variety of links related to many different plants.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Teacher will check students' work in their science journals for accuracy.
Use the attached worksheet to see if the students understand the function of each part of a plant.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: