Student Page
Top
Plant Parts
Introduction
Task
A WebQuest for 4th Grade (Science)
Process
Designed
by
Kelley Steadman
Megan Hoffman
Evaluation
Conclusion
Teacher page
Credits
Student Page
Introduction
Top
Introduction
Task
Process
Evaluation
Conclusion
Teacher page
Credits
Since Earth Day is coming up very soon, Principal Greenleaf has
asked us to plant a garden on school property. In order to create
a healthy and beautiful garden, we need to learn about plant parts
and how we can help them survive in their environment. Over the
next couple days, we will learn everything there is to know about
plant structure and the cycle of nutrients. By the end of the week,
our garden will make all the classrooms green with envy.
So class, can we plant the perfect garden?
Student Page
The Task
Top
Introduction
Task
- Identify and understand parts of a
plant and their functions.
Process
Evaluation
Conclusion
Teacher page
Credits
- Explain how each plant part helps
the plant to survive in its
environment.
- Grow and maintain your own plant
in the garden w/ weekly plant
journal entries.
- Create a BEAUTIFUL classroom
garden.
Student Page
Top
Introduction
Task
Process
Evaluation
Conclusion
Teacher page
Credits
The Process
1.) Take out the “do you know the parts of plants” song sheet.
2.) As a class, sing the tune, while paying attention carefully to the information
about plants in the words.
3.) Get into groups of 3 and each take out Similarities/Differences between
what plants and humans need worksheet.
4.) Complete the worksheet as best you can.
5.) When every group is ready, one member from each group will come up to
the smart board and write down one thing that they had on their sheet.
6.) Leave your groups, go back to your individual seat and take out the plant
parts table.
7.) Complete the section that says “what do I think this plant part does” and
wait for other students to finish.
8.) Trade papers with another person in the class.
9.) When the teacher explains what each plant part does, write down the
correct definition in the box that says “what does this plant part really
does.” If your classmate’s definition does not match that of the teachers,
mark it wrong with an X.
10.) Hand all papers back into the teacher when the worksheet is completed.
11.)Each student comes up and chooses the type of flower that he or she
wants to plant and takes their seeds.
12.) The class goes outside and each student plants their seeds in their own
plot and labels their plot.
13.) Water your plant every day.
14:) Once week, go outside and observe your plant’s physical characteristics
and record them in your plant journal. (If you can see different parts of the
plant that you couldn’t see the week before, record that, draw a picture,
etc).
Student Page
Evaluation
Students will be evaluated individually on the plant part worksheet, performance of keeping up
with daily plant upkeep, and the weekly journal entries.
Top
Exemplary
4
Accomplished
3
The student
correctly
identifies what
each of the four
plant parts do
and explains how
each part relates
The student
correctly
identifies what
each of the four
plant parts do,
but doesn’t
explain how each
part relates to the
next.
Developing
2
Beginning
1
The student
identifies what
three of the four
plant parts do.
The student
identifies what
less than three of
the four plant
parts do.
Score
Introduction
Task
Plant Part Worksheet
Process
Evaluation
to the next
Conclusion
Teacher page
Keeping Up With Daily
Plant Duties
Credits
Weekly Journal Entries
.
The student
completes all the
proper steps of
maintaining a
healthy plant
such as, need for
water, re-placing
fertilizer, and
pulling weeds on
a daily basis.
The student
completes all
proper steps in
maintaining a
healthy plant, but
they don’t
complete it
properly on a
daily basis.
The student
completes two
out of the three
steps in
maintaining a
healthy plant on
a daily basis.
The student
shows complete
disinterest and
does not
complete any of
the steps on a
daily basis.
The student
completes his or
her journal entry
every week with
the proper
observations,
plant information,
and creative
pictures of the
plants growth.
The student
completes his or
her journal entry
every week with
the proper
observations and
plant information,
but lacks creative
pictures of the
plant’s growth.
The student
completes a few
journal entries
over the course
of the plant’s
growth, but does
not complete the
entries weekly.
The student
refuses to
complete any
journal entries.
more
Student Page
Conclusion
Top
Introduction
Task
Process
Evaluation
Conclusion
Teacher page
Credits
By the end of this adventure, you will have learned the parts of plants, how they
affect each other, and how plants grow over a period of time with the correct
attention and dedication. You will also have created a beautiful classroom
garden that the school can enjoy on a daily basis. Congratulations, you all have
green thumbs.
For more information on
plant processes and all
the great things that we
can learn about plants go
to:
http://www.biology4kids.c
om/files/plants_main.html
With your parents
permission of course!
Teacher Page
Top
Plant Parts
Introduction
A WebQuest for 4th Grade (Science)
Learner
Standards
Process
Resources
Evaluation
Conclusion
Student page
Credits
Designed
by
Kelley Steadman
Megan Hoffman
Teacher Page
Top
Introduction
Introduction
This lesson was developed from the Pennsylvania Department of Education
Standard Aligned System science lesson on plant parts and cycles.
Learner
Students will have to have access to an outdoor garden where they can plant
their own flowers and be graded on the upkeep of their plants.
Standards
Process
Resources
Evaluation
Conclusion
Student page
Credits
Teacher Page
Top
Introduction
Learners
Learner
Standards
Process
Resources
Evaluation
Conclusion
Student page
Credits
This lesson is anchored in fourth grade science. However, it is possible that third
and fifth graders would be competent in this lesson as well.
Prior to beginning this lesson, students should have knowledge about plants in
general, but this lesson is aimed at giving them specific information.
Teacher Page
Top
Introduction
Learner
Standards
Process
Resources
Evaluation
Curriculum Standards
-4.1.4.A: Explain how living things are dependent upon
other living and nonliving things for survival.
-Explain what happens to an organism when its
food supply, access to water, shelter or space
(niche / habitat) is changed.
- 4.1.4.C: Explain how most life on earth gets its energy
from the sun.
- 4.1.4.D: Explain how specific adaptations can help
organisms survive in their environment.
- 4.1.4.E: Explain that ecosystems change over time due
to natural and/ or human influences.
Conclusion
Student page
Credits
more
Teacher Page
Top
Introduction
Learner
Standards
Process
Resources
Evaluation
Conclusion
Student page
Process
1.) Take out the “do you know the parts of plants” song sheet.
2.) As a class, sing the tune, while paying attention carefully to the information about plants in the
words.
3.) Get into groups of 3 and each take out Similarities/Differences between what plants and humans
need worksheet.
4.) Complete the worksheet as best you can.
5.) When every group is ready, one member from each group will come up to the smart board and
write down one thing that they had on their sheet.
6.) Leave your groups, go back to your individual seat and take out the plant parts table.
7.) Complete the section that says “what do I think this plant part does” and wait for other students
to finish.
8.) Trade papers with another person in the class.
9.) When the teacher explains what each plant part does, write down the correct definition in the box
that says “what does this plant part really does.” If your classmate’s definition does not match
that of the teachers, mark it wrong with an X.
10.) Hand all papers back into the teacher when the worksheet is completed.
11.)Each student comes up and chooses the type of flower that he or she wants to plant and takes
their seeds.
12.) The class goes outside and each student plants their seeds in their own plot and labels their
plot.
13.) Water your plant every day.
14:) Once week, go outside and observe your plant’s physical characteristics and record them in
your plant journal. (If you can see different parts of the plant that you couldn’t see the week
before, record that, draw a picture, etc).
Credits
-This lesson will take about 60 minutes to teach, however the observation an continued work on the
project will go on for a number of weeks until the garden is fully grown.
- Groups will be divided by picking tongue depressors with each student’s name on them out of a
bag to ensure that groups are random.
Teacher Page
Top
Introduction
Learner
Standards
Process
Resources
Evaluation
Conclusion
Student page
Credits
Resources Needed
-
2 worksheets per student
Smart Board
Flower Seeds (2 different types)
Space for a garden
Journal for every student
Teacher Page
Evaluation
Exemplary
4
Accomplished
3
The student
correctly
identifies what
each of the four
plant parts do
and explains
how each part
relates to the
The student
correctly
identifies what
each of the four
plant parts do,
but doesn’t
explain how
each part relates
to the next.
Developing
2
Beginning
1
The student
identifies what
three of the four
plant parts do.
The student
identifies
what less
than three of
the four plant
parts do.
Score
Top
Introduction
Plant Part Worksheet
Learner
Standards
Process
next
Keeping Up With Daily
Plant Duties
Resources
Evaluation
.
The student
completes all the
proper steps of
maintaining a
healthy plant
such as, need for
water, re-placing
fertilizer, and
pulling weeds on
a daily basis.
The student
completes all
proper steps in
maintaining a
healthy plant, but
they don’t
complete it
properly on a
daily basis.
The student
completes two
out of the three
steps in
maintaining a
healthy plant on
a daily basis.
.
The student
shows
complete
disinterest
and does not
complete any
of the steps
on a daily
basis.
The student
completes his or
her journal entry
every week with
the proper
observations,
plant information,
and creative
pictures of the
plants growth.
The student
completes his or
her journal entry
every week with
the proper
observations and
plant information,
but lacks
creative pictures
of the plant’s
growth
The student
completes a few
journal entries
over the course
of the plant’s
growth, but does
not complete the
entries weekly.
The student
refuses to
complete any
journal
entries.
Conclusion
Weekly Journal Entries
Student page
Credits
more
Teacher Page
Top
Introduction
Learner
Standards
Process
Resources
Evaluation
Conclusion
Student page
Credits
Conclusion
This lesson combines both classroom and hands on
learning and provides the students with knowledge of plant
parts, how they interact with each other, and how to keep
a plant healthy through the growing process. Students will
enjoy learning about plant parts and processes because
they will be learning through personal experience with
their own individual plants. This is the type of lesson that
targets student interest as a learning tool.
Teacher Page
Top
Introduction
Learner
Standards
Process
Resources
Evaluation
Conclusion
Student page
Credits
Credits &References
-Flower images from www.googleimage.com