They will write a conclusion sentence to summarize what they learned. “Packet of Plants” packet Teacher: 1. A life cycle is what happens to a living thing from beginning to end.2. Define GERMINATION c. Illustrate understanding on the functions of each part. Assessment (Evaluate): 1. The students will construct and interpret a bar graph for their favorite type of edible seed as a class. We will watch the Power Point slideshow of the pictures of the lima bean seeds growing. Using the page from the class created big book, review the job of the roots and the stem.2. We will use the graphing program to make our people graph into a pictograph. What happened to the tiny seed? Grow Flower, Grow! Explain that each seed is a different size and different shape. Show students the four different seeds. Have everyone bring their Treasure Hunt homework to the carpet. This makes sure each child gets to practice speaking and listening, and they all work on their individual communication skills. They need to write their hypothesis underneath of the graph. Pictures of water lilies, Objectives: Students will… 1. Objectives: Students will⦠1. Show students the carnation. Could it still survive? h. Label the parts. PA.ENV.4.7.4.B.1 Explain how specific adaptations can help a living organism to survive. Itâs up to you how involved you want to get on this lesson. As students are working, I will be calling each of them in small groups to make a grass creature. Explain that the stamen has a yellow dust on it called pollen. PA.SCI.3.1.4.A Know that natural and human-made objects are made up of parts. Then it can make its own food.2. PA.ENV.4.7.4.A.1 Explain why plants and animals are different colors, shapes and sizes and how these differences relate to their survival.2. Identify observable patterns2. Environment 1. I will read aloud a scenario about plants and how they make their food. Look at the diagram of the parts of the flower. The leaves also release water and something called oxygen into the air. Explain that today we are going to start learning about the parts of the plant. Complete the Treasure Hunt homework sheet by finding items in their home that come from plants.2. 2 pieces of yellow pipe cleaner (made by cutting one in half) c. One 4” orange pipe cleaner d. Two 7” tissue paper circles e. Labels (made from sticker paper) Teacher: 1. They are breathing in oxygen. Ask them what they think we will be learning about first. Explain: 1. Lesson Plans; Student Journal; Rationale. Anticipatory Set (Engage): 1. PA.R.1.2.1.B Identify and use a variety of media to gain information. Explain that today we are going to talk about soil. This process is called photosynthesis. Writing 1. Make a grass creature. Give each group a bee with a piece of tape, a flower with a piece of pollen, and a flower with a piece of tape. PA Standards: Reading 1. Note: This lesson was updated in June 2020. Anticipatory Set. Objectives o Identify the basic needs of plants. Label this plant with a popsicle stick showing a sun, a raindrop, and a cloud for each element. Explain: 1. PA.SCI.3.3.4.B Know that living things are made up of parts that have specific functions. The soil is already added at the bottom. Seed Coat: protects inside of the seed until it is ready to grow. Explain that the pistil is where the seeds grow. 7. 2. Session 2. Review the information from the previous lesson about flowers. Explain that each of the vegetables that I showed them is a root. The best type of soil is the type that holds the most water.2. Make a model of a flower and label its parts. PA.R.1.4.1.B Write informational sentences.2. Then they need to put a hole in the soil with their finger. PA.M.2.6.2.A Gather, organize and display data using pictures Science 1. c. Stored food: when the plant starts to grow, it uses its stored food until the first leaves grow above the ground. PA.AH.PPE.9.1.3.B.2 Music: sing Anticipatory Set (Engage): 1. Review the parts of the plant by singing and moving to the Parts of a Plant song. The veins help carry water to the whole leaf. Fill a shoebox with pictures of aspects of plants that we will be studying such as parts of a plant, what a plant needs, different types of plants, etc. Turn to the next page. Have the students share their ideas with the group when they are finished. Explain that I will go around a spray them lightly with water. Each page is specific for the type of experiment. Using the overhead, we will label each part of the plant.3. Ask them what they think we will be learning about first. People need oxygen to breath. 2. Explain to students that today we are going to talk about some very strange plants. Materials to make a grass creature a. c. What happened when she put the plant outside? We can’t make this natural kind of soil. Tell them to that each of them will get the chance to take a seed and move it to a different place in the classroom. Success Criteria: Students will demonstrate success on this lesson goal by correctly labeling each plant part and the role of each part on the exit ticket at the end of the lesson. PA.R.1.5.1.B Write content sentences using content appropriate for the topic.2. “All it takes is sun” (hands up in circle), “Grows into a flower” (spread fingers of right hand up from left fist). Science 1. What other ways do they think seeds might travel? Next, have the students look at the parts inside of the flower. After the experiment has concluded, they will write a conclusion sentence at the bottom of the page. Have them make a prediction. Explain to the students that sponges are really good at holding water. I want to see that the students labels are correct and the illustration is the accurate color. Science folder2. 4. This time the category will be Products that Come from Plants. The Plant Hunters' mission is ⦠After we watch the video, we will create a page in our big book showing the process of photosynthesis. Show them how to break apart the seed. Have the students help fill the cups with the mixtures. For example, I think that all the plants will still grow. PA.SCI.3.3.4.A.1 Identify life processes of living things. Class create big book on plants3. Students will create a hypothesis for each experiment. Students will complete the “Packet of Plants” activity. PA.M.2.6.1.C Collect and display data over time and discuss observable patterns.2. The text has an image of a plant with the parts labeled. What is the job of each part? Infer what plants need based on the information from the text.2. Cut out the cover and write the title “From Seed to Flower.”. PA.SCI.3.7.4.D.3 Identify and use simple graphic and presentation graphic materials generated by the computer. Read the other parts of the plant’s names. PA.ENV.4.7.4.B.2 Explain what happens to a living thing when its food, water, shelter or space is changed. Ask them if they think the seeds might look different on the inside too? We begin the lesson in the lounge where I engage the class, then they explore the plants parts, explain their understanding, and lablel the parts to a different plant. Label each cup with the following labels: outside soil, sand, store bought soil, store bought soil and sand.3. Procedures: Explore: 1. Fold over one tip of the orange pipe cleaner. Science 1. Seed Coat: protects inside of the seed until it is ready to grow. Have the students come to the back carpet. We will read the book together as a class. ⢠Plants are made up of different parts that we can eat. Show students the four cups. So, about three students present: presentation and evaluation their illustrations by explaining their labels. Using a shallow dish, place the tops of the carrots in the dish. After everyone is finished, give the students the diagram of the inside of a seed. Tell them to blow on their “seeds” using their straws to make wind. Have them help plant the grass seed. Demonstrate how the wind moves seeds using a cotton ball and plastic straw.4. Label the part. PA.R.1.5.1.F.1 Spell high-frequency sight words correctly.3. Review each part of the process. Give them time to feel them, smell them, look at them. 5. Show the students a stalk of celery with the leaves on the top. Show the students the four cups. Look at the plant life cycle poster from the previous lesson. Have each of the students rub the pollen off of the stamen. What did Fran feed to her flower to help it grow? Assessment (Evaluate): 1. Give each of the students an index card. Record their observations as the plant grows. Classical music, Objectives:Students will… 1. Explain that soil is made of leaves, parts of trees and other plants that have died, bits of rock, and sometimes insects and animals that died a long time ago. Add the answers to our big book. Were these the things that the plant needed? At each station, have students record the number and make notes. PA.R.1.5.1.F.2 Capitalize the first word of a sentence. Call each of the students by their name using the popsicle sticks to come up and be a seed mover. In the afternoon, I will put the picture up on the TV so each of them can draw their observations in the appropriate box. Carrot with top9. LESSON OBJECTIVES At the end of the period, the pupils will be able to: a. Read the story I Am a Seed as the students finish they diagrams. “Grows into a flower” (spread fingers of right hand up from left fist)3. Finish a writing prompt and draw a picture illustrating what they wrote. PA.R.1.5.1.B Write content sentences using content appropriate for the topic.3. 2. Using a Power point slideshow, show the students pictures of Monet’s garden. Write a hypothesis for which soil will hold the most water.5. PA.SCI.3.3.4.B Know that living things are made up of parts that have specific functions. PA.SCI.3.1.4.C Illustrate patterns that regularly occur and reoccur in nature. Objective: At the end of the 60 minute period, 75% of the Grade III pupils are expected to: a. describe the functions and parts of the plant; b. draw the parts of the plant; and c. cooperate among other pupils. So, I use a spreadsheet I keep taped to my white board that I check off to see who's turn it is to present. Procedures: Explore/Explain: 1. Ask them if they think the seeds might look different on the inside too? Seed life cycle poster2. Add the sun to the top of the paper and the raindrops down the side. 2. Procedures: Explore: 1. 6. Let each of the students taste the seeds. Students completed the Treasure Hunt sheet by finding products in their home that come from plants. On the overhead, place a diagram of the flower. Discuss in pairs how pollen moves from one flower to another. What were the different parts of the plant that grew? Explain to the students that we are going to pretend to be seeds. Soil bought from a store3. 3. PA.SCI.3.2.4.C.3 Conduct an experiment. When they are finished constructing the seed wheel, they can go back and color it. PA.ENV.4.2.4.B.3 Identify the sources of manmade products.3. d. Glue the pictures in the appropriate numbered box on the wheel. PA.SCI.3.3.4.B.2 Determine how different parts of a living thing work together to make the organism function. Environment and Ecology1. 4. PA.AH.PPE.9.1.3.E.A.2 Theatre: scenario Anticipatory Set (Engage): 1. Slowly, we will grow into flowers. Fill one cup with store bought soil and sand. First, the students illustrate their plant. Wrap the label around the stem. Each student will bring in a piece of fruit from home to use in a fruit salad. Create their own water garden using Q-tips and tempera paints. Subject Matter: a. I will congratulate each of the students on their achievement and give them back their folders. Repeat the same procedure with the other side of their card. Flower cutout with a yellow pom-pom attached with a piece of tape b. Bee cutout with a piece of tape attached c. Flower cutout with a piece of tape attached Teacher: 1. Show them how to carefully remove the covering. First, add the needs of the plant to the picture. © 2020 BetterLesson. 2. PA.M.2.6.1.C Collect and display data over time and discuss observable patterns. Explain to the students that as I read they need to be acting out the skit.4. Explain to the students that after the song is finished once it starts to go faster and faster. What might happen if we did not plant a seed in soil? Explain to the students that sponges are really good at holding water. Have them write their hypothesis in their journal.6. In this section I try to connect the lesson to previous learning, excite the class, and assess their prior knowledge. Write a hypothesis for the estimated date of the first sprout. This is my method of scaffolding and modeling my desired expectation. PA.SCI.3.3.4.B Know that living things are made up of parts that have specific functions. Copy of Strange Plants on the computer downloaded from Reading A to Z, Objectives: Students will… 1. Have each student place their “seeds” (cotton balls) in the center of the carpet. Put a pile of soil collect from outside in the middle of each group’s newspaper. 5. Show students the book that we read on Monday about seeds. Plastic baggie with plant parts (see above), Objectives: Students will… 1. Jar7. Show students the diagram of the plant that we labeled yesterday on the overhead. Write a hypothesis for which seed will sprout first. Take the tissue paper rings and poke the stem through the center. Show students pictures of water lilies. Objectives: 1. Elaborate (2): 1. Have students draw a picture of what one of the carrots looks like now in the first box.5. PA.R.1.5.1.F.2 Capitalize the first word of a sentence, names of people, and the pronoun I. Then turn it upside down in a saucer filled with water. PA.R.1.6.2.B.2 Make reasonable predictions about what will happen next. PA.M.2.6.1.A Gather, organize and display data on a bar graph.3. Materials: Student: 1. The leaves also release water and something called oxygen into the air. I will return the folders tomorrow. One plant will receive air and water, but no sun. What happened when she put the plant outside? Tell students to put their names on the front of the journal. When they choose their seed, they have to tell the group what kind of seed mover they are and how the seed will be moved. Tell them that the pollen goes inside of the pistil to make seeds.6. As we read the book, I will show them pictures and videos of some of the plants using a Powerpoint presentation I created. Cut out the cover and write the title “From Seed to Flower.” Write their name anywhere on the cover. Using the overhead, we will label each part of the plant. Does anyone recognize any of these seeds? What happened to the seeds along their journey? Using this type of questioning really keeps a positive atmosphere in the classroom. A lesson plan on the parts of a plant and the parts of a tree and worksheets that give children diagrams of a tree and a plant and they need to label their parts. Have students take out their plant journals. After we watch the video, we will create a page in our big book showing the process of photosynthesis. Label each of the parts with the class (roots, stem, leaves, flower). Closure (Elaborate): 1. Science 1. PA.SCI.3.2.4.C.4 State a conclusion that is consistent with the information.3. Seeds (mustard, alfalfa, mung beans)4. We know that plants need air, water, sun, and soil to survive. Give each of the students a plastic baggie containing all of the parts. Lesson Plan in Science I. What is it made of? Plant journal Teacher: 1. I will leave the slideshow on a continuous loop so the students can use the paintings as a model. Plus they are indirectly learning how plants are similar, but appear different. Today we are going to learn a song about the parts of the plant.2. 3. Camera with hook-up to television and computer. 2. Each of the students will be their own plant. Label the pistil on the diagram.5. Subject Matter: Parts of the Plant and its Function III. PA.SCI.3.2.4.C.2 Design an investigation. a. What can you tell me about seeds? Next, have the students look at the parts inside of the flower. a. Petals: protect the inside parts of the flower. Materials: Student: 1. Explain to the students that after the song is finished once it starts to go faster and faster. Students have to place the pictures of the growing plant in the appropriate order on the seed wheel.3. Dissect their seed to observe what is inside. PA.SCI.3.2.4.C.3 Conduct an experiment.2. Anticipatory Set (Engage): 1. Powerpoint presentation with pictures and videos of strange plants. Infer what plants need based on the information from the text. They will wet it and turn the top over the rim of a mug. What do they see? PA.SCI.3.2.4.C.4 State a conclusion that is consistent with the information.3. Record their observations as the plant grows. Have the students remove the petals. Know what soil is made of and why it is important to a plant. Label each of the parts with the class (roots, stem, leaves, flower). Have students draw a picture of what one of the carrots looks like now in the first box. Identify the parts of a seed b. Once everyone has seen the seeds, explain that these are all seeds that you can eat (sunflower, pumpkin, poppy, sesame). Learned during the unit pins e. 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