Lesson Title: Plants and How they Grow: (How Does Your Garden Grow?)
By: Shandra Mitchell
Instructional Coach: Billie Bell
Description:
The students will develop a clear understanding of the main parts of a plant and how
these parts function. They will also learn how plants can be classified and how new
plants form. The students will investigate what plants need in order to grow.
Students will also become an active field observer. They will occasionally observe
plants on the school campus. They will record their observations in their plant journal.
Students will understand the structural response and adaptations that allow plants to
survive in an environment. They will make prediction and develop questions throughout
the process of the field journal experience. They will also report their findings to the
budburst website.
Grade Level(s): 3rd
Essential questions: How do plant parts contribute to its growth and development?
Student learner objective – connections to the GLE’s1. TLW: infer that the sun is the main source of light and food energy for all living things
(1.2.C.a) (1.2; 1.4; 1.6; 4.1) DOK 2.
2. TLW: demonstrate through words or pictorial illustrations the basic needs of plants
and what would occur if one of those needs were not met. (3.1A.a) (1.2; 1.3; 1.6; 3.1)
DOK 2.
3. TLW: describe and explain parts of a plant and how they help the plant survive.
(3.1.D.a) ( 1.6; 2.3; 3.5) DOK 2.
4. TLW: investigate and use illustrations to demonstrate the path water and nutrients
take to move through the transport system of a plant (3.2.C.a) ( 1.2; 1.3; 1.4) DOK-2
5. TLW: identify and compare the physical structures of a variety of plants (3.1.D.a)
DOK-2
6.TLW: identify the relationships between the physical structures of plants and the
function of those structures (3.1.D.c) DOK-3
7.TLW: Make observations using simple tools and equipment (7.1.B.b) DOK 3
Featured Scott Foresman’s textbook: Scott Foresman 2008 – Life Science
Chapter 1; Lesson 1 pgs. (1-22)
Featured Picture Books
1. The Plant Book by: Billie Bell
2. How plants grow: Scotts Foresman Leveled Reader: Beginning, Intermediate,
Advanced.
Time needed:
This lesson will take several class periods. Suggested scheduling as follows: 45 minute
class sessions
Ongoing: Indirect 7 month occasional plant observations on and around the school
campus
Assessment:
 Formative: Before the lesson is introduced students will complete an
anticipation guide as a formative assessment/pre-test. Students will be formally
assessed throughout the lesson. Students will draw, create and or summarize
what they are learning in their science notebooks/journal. Students will make
plant observations, complete a plant booklet, and inquiry based activities with
plants. The work done in their journals will be assessed to make sure proper
understandings are there as well as checking for misconceptions. This will help
to guide the development for the ongoing field experience on the school campus.

:
Summative: Students will be given a summative assessment from Exam View,
a district science assessment on plants. Students will also report field
experience findings to the budburst website. They may also have an opportunity
to create a presentation board based on their own plant /field experiment for the
Science Fair in the spring.
Academic vocabulary words (with definitions):

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
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
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Plant – a living organism that make its own food, also called a producer
Animal – a living organism typically cannot make its own food
Root – the part of a plant that grows under- ground and absorbs water and other
nutrients from the soil
Stem – the main part of a plant where leaves and flowers grow and supports the
plant
Leaf – the part of a plant that makes the food through a process called
photosynthesis
Seedling – a young plant
Germination –when a seed begins to grow shoots or roots
Air – the invisible mixture of gases around you.
Water – a colorless liquid that falls like rain, that fills the oceans, lakes and rivers
Soil – earth from which a plant grows
Depth of knowledge level: 1, 2, & 3
Materials needed:
 Copy of plant booklet
 OWL chart (see attached)
 Anticipation guide
 Observation guide ( budburst)
 Science journals (see attached – print for each day of the experiment)
 Lab coats, Safety goggles, Hands lens, Microscope
 lettuce, cabbage (prominent leaves) celery (stems) radish, carrots (roots) broccoli
(flowers) tomato, apple (fruit)

celery, carnation, and other plants made available ( plant parts)
 Tooth picks or unfolded paper clips and masking tape.
 seeds Lima, pinto, kidney bean
 water
 paper cup
 sandwich bags
 medicine dropper
 paper towels
 GPS
 Kestrel
Lesson Narrative:
Engage Before the lesson is introduced students will complete an anticipation guide as
a formative assessment/pre-test. After which there will be a teacher-directed class
discussion about the topic, “Plants and How They Grow”. The class will create an OWL
chart and then listen to a read aloud to confirm understandings and or misconceptions
on their anticipation guide. (Students will read “The Plant Book” By: Billie Bell) DOK 2
Day 2 Explore Students will observe different types of seeds to complete an
observation sheet about them. They will observe the same seed dry and water-logged.
They will also choose seeds to plant and observe to see which seeds germinate the
quickest.
DOK 1
*Students will also make observations of plants and their transport system. (Using
celery, carnation, and other plants made available) DOK 2
*Students will also dissect plants to observe their parts (roots, stem, leaves, flower (if
necessary) and petiole, with the use of hand lenses and a microscope. They will draw
and label their observation in their plant journal.
DOK 2
Day 3 Explain Students will record explanations in their plant journal about what they
have learned so far about plant growth and the function of each part. DOK 2 (Student
will check their explanations with the use of a criteria list about each part of a plant and
the function of each part).
Day 4 Elaborate: Teacher will hold class and group discussion about what has been
learned. This is also a time where teacher and students may clear up any
misconception they may have had prior to the lesson.
Differentiated Instruction: In order to reach all learners, strategies to meet student’s
individual needs will be customized. Students will be grouped to think- pair-share. Each
group will complete an activity to report to the entire group. All students will organize
information discussed into their science notebooks.DOK 2
Beginning level: Samples of produce will be brought for students to identify and
record in their science journals. Samples include lettuce, cabbage (prominent leaves)
celery (stems) radish, carrots (roots) broccoli (flowers) tomato, apple (fruit) Students will
be asked to complete sentences for each sample. This (These) _______ is (are) part of
a plant.
Intermediate level: Students will label the produce and identify plant parts they
recognize. (roots, stems, flowers, fruit) Students will create, label flags, using toothpicks
or unfolded paper clips and masking tape.
Advanced level: Students will research and write down two favorite recipes for a dish
containing plants (vegetable and or fruit).
*Using leveled readers, each group will have a question to research and then report
back to the group 1)What are some uses of plants?; 2)What do plants need to grow? );
3) What are some special adaptations of plants?
Extend (Field experience):
The teacher will identify 6-8 areas around the school campus for students to observe
different plant habitats. Students will be paired to utilize the GPS system to look for the
native plant’s habitat in a designated area of study. Photo representation of what the
habitat might looks like will also be provided as additional help. Once the students
identified the correct area of study, there will be a clue to direct them to the next plant.
Students will also record weather information using Kestrel at each location. Weather
data will be discussed and Information collected will be put into an organizational table.
DOK 3 http://neoninc.org/budburst/educators/pdf/PBB_intheneighborhood.pdf
After the field experience, the teacher will facilitate a discussion on the native plants
observed. Students will draw and complete a native plant field guide for plants
observed. As a class, one native plant (deciduous trees, shrubs, and wildflowers) will be
identified to occasionally observe on the school campus. The information about this
native plant will be recorded and uploaded onto the budburst website.
www.budburst.org
Students will also get a chance to choose a tree or a shrub of their own. Students will
become a Bud Burst Buddy and watch for changes in a plant all year long using the
journal pages. Students will print out these pages to be placed into their science
notebooks They will report what they see to let scientists know how their plant is doing
and enter the information on line. DOK 3
http://neoninc.org/budburst/buddies/meetaplant.php
Day 6 Evaluate: Students will be formally assessed throughout the lesson. The work
done in their journals will be assessed to make sure proper understandings are there as
well as checking for misconceptions. The teacher will use the field experience to assess
students along with bud burst buddy journaling. Students will also be given a
summative assessment from Exam View, a district science assessment on plants.
Students may also complete a poster board presentation to be evaluated in the Science
Fair. DOK 3
Misconceptions: 1) Plants breathe. 2) Plants need soil in order to live. 3) Plants get
nutrients they require directly from water, others, from air. 4) Plants get food from the
ground. 5) Dirt and soil is the same thing. 6) A seed won’t sprout without sunlight.
Safety: Students will wear goggles and lab coats while conducting experiments and
observations. Students will be reminded to wash hands after handing plants. A check
for allergies will be done in advanced. Students will be wear gloves for field experience
when observing plants on school campus. Threatening weather will determine
field observations on the school campus. Safety guidelines specific to the area where you
of studying
Reading comprehension strategies:
 Connections –students will be able to make connections to other text and
through field experiments
 Synthesis –students will be able to gather new schema and develop a deeper
meaning from their reading and class experiments.
 Questions- students will be able to develop questions through read aloud and
class / field experience
General suggestions for students and teachers:
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Encourage students to research and investigate other possible plant
experiments.
Encourage lab safety and check for allergies when using certain types of plants.
Tag plants identified in field experience for future observations
Make sure to report information to budburst website
Keep an accurate field observation. Make sure every journal entry is dated.
Bibliography: E-curriculum Center School District
Exploring the Native Plant World, developed by the Lady Bird Johnson Wildflower Center in Austin,
Texas.
Scotts Foresman Science 2008-Life Science
Anticipation Guide
What Do I Know About Plants?
If you think the answer is true put a smiley face.
If you think the answer is false put a
sad face.
Before
After
_______
1) Plants are living things.
_______
_______
2) Plants need food to stay alive.
_______
_______
3) Plants make their own food.
_______
_______
4) Seeds need sunlight to grow.
_______
_______
5) Dirt and soil are the same thing.
_______
_______
6) Plants don’t move.
_______
E-curriculum- Center School District website
OWL Chart: Plants and How They Grow
O – What do we
observe?
W – What we
wonder…
L – What we
learned!
My
Plant
Book
Name: ____________________________
Room #: ___________
School: ___________________________
Plant Parts
There are many kinds of plants. Plants come in many sizes, shapes
and colors.
Plants are living things. Three main characteristics of plants are
growth, development, and reproduction.
Plants have specialized parts that help them survive in their
environment.
Most plants have roots, stems, leaves, and flowers. Each plant
part has a special function or job.
Plants need the help of the sun’s energy to make food.
Plants take in carbon dioxide and gives off oxygen.
Without plants, there would be no living things on earth.
Roots
The roots of plants are used to draw up water and other nutrients
from the soil. Roots also help hold plants in the ground.
Draw a picture of plant roots in the space below. Label
your picture. Explain why plants need roots.
Stem
The stems of plants are used to hold the plant up and to carry water to
other parts of the plant.
Draw a picture of a stem in the space below.
Label your picture. Explain why plants need stems.
Leaf
A leaf is the part of the plant where food (sugar) is
made.
Draw a picture of a leaf in the space below.
Label your picture. Explain why plants need leaves.
Flower
A flower is found on an adult plant. It is very helpful because the
flower is the part of the plant that produces seeds. New plants can
grow from the seeds. This is called reproduction.
Draw a picture of a flower in the space below.
Label your picture. Explain the function of a flower.
My Plant Investigation
Investigation #1: Wet Seeds (Seed Parts)
Directions:
1.
2.
3.
4.
Soak three seeds (kidney seed) in water over night.
Observe, compare, and record your observation of the wet
seeds to the dry seed.
Draw and label each part of the seed in your science notebook.
Write the function of each part.
Dry Seed Observation
Wet Seed observation
Wet Seeds
Activity #2
Directions:
1. Fold a paper towel so that it fits inside a plastic sandwich bag.
(Write your name on the bottom of the bag with a permanent marker).
2. Place 3 bean seeds (Lima, pinto, kidney bean) in the center of the
paper towel.
3. Squeeze about three medicine droppers full of water onto the seeds.
4. Place the seed near a lighted area.
5.
Observe and record your observation for two weeks in your
science note book.
6. Add more water as needed.
Wet Observation:
Date: ____________
Name: _____________
Time: ____________
Weather: ___________
Seed Observation Chart
Day 1
Placed seeds in baggie
Day 2
Observation:
Day 3
Observation:
Day 4
Observation:
Day 5
Observation:
Day 6
Observation:
Day 7
Observation:
Write a summary of your seed observation in the box below. Draw and
label the parts of your plant.
Which seed germinated first? Explain why you think that seed
germinated first.
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Activity Rubric
Name______________________________________
Investigate: How fast do different kinds of seeds germinate? Chapter1 pgs.
26-27 Scoring Criteria 1 2 3 4
Student followed
instructions to
complete
this activity.
Student placed three
bean seeds into their
baggie.
Student put seeds in
each part of the
towel, wet the towel,
and put it in a
safe place.
1
2
3
Student observed how
the seeds
Changed in one week.
Student collected data
about how the
seeds grew.
Scoring Key
4 points correct, complete, detailed
3 points partially correct, complete, detailed
2 points partially correct, partially complete, lacks some detail
1 point incorrect or incomplete, needs assistance
© Pearson Education, Inc.
4
Plant Investigation
Date: _____________
Name: _________________
Time: ____________
Weather: _______________
Activity #3
Seed Germination
Problem: What seed will germinate first, a corn seed or a Lima seed?
Hypothesis:
_____________________________________________________
_____________________________________________________
Materials: 2 Styrofoam cups, soil, water, 3 corn seeds, three Lima
seeds
Procedure:
1.
2.
3.
4.
5.
6.
7.
8.
Fill two cups with ¾ of soil.
Label one cup A and the other cup B. Also write the name of
each type of seed on the cup.
Place three corn seeds in cup A and 3 Lima seed in cup B.
Add 50 mL of water to each cup.
Set each cup in a sunny area in the room.
Set up an observation chart in your science notebook.
Keep a daily record of your observation.
Write a summary of your observation.
Seed Germination Observation Chart
Day 1
Planted Seeds.
Day 2
Observation
Day 3
Observation
Day 4
Observation
Day 5
Observation
Day 6
Observation
Day 7
Observation
Results:
Conclusion: Did your results agree with your hypothesis? Explain:
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Future: If you repeated this investigation again, what would you
change?
Write a story short about your special plant.
LOL:
Activity Rubric
Name______________________________________
Investigate: Plant Investigation Scoring Criteria 1 2 3 4
Student followed
instructions to
complete
this activity.
Student filled two cups
with ¾ soil.
Student labeled one
cup A. the other cup B.
and wrote the name of
each type of seed on
the cup.
1
2
3
Student placed three
corn seeds in cup A
and 3 Lima seed in cup
B.
Add 50 mL of water to
each cup.
Students placed in a
sunny are to observe
how the seeds
changed for one week.
Student collected data
about how the
seeds grew.
Scoring Key
4 points correct, complete, detailed
3 points partially correct, complete, detailed
2 points partially correct, partially complete, lacks some detail
1 point incorrect or incomplete, needs assistance
© Pearson Education, Inc.
4
Center School District
Grade Level Expectation Scoring Guide
Grade:
3 (3rd Quarter)
Content Area: Science - Life Cycles of Plants
Standard Code: SC 3 – Characteristics and Interactions of Living Organisms
Grade Level Expectation: The students will describe the basic needs for plant survival, recognize the sun as the primary source of
light and food energy, and identify the major organs as they illustrate and trace the path of water and nutrients as they move
through the transport system of a plant. Students will recognize that plants progress through life cycles and stages of development,
and they will describe and sequence the life cycle of a flowering plant identifying and comparing similarities and differences of their
offspring.
E
EXCEEDS
M
MEETS
W
WORKING
TOWARD
Students can describe, recognize, identify, illustrate and trace, investigate, compare, and record data for the following:
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basic needs for plant survival (i.e., air, water, light, nutrients, temperature).
the sun is the primary source of light and food energy.
major plant organs (i.e., roots, stems, flowers, leaves).
path of water and nutrients as they move through the transport system of a plant.
plant life cycle of seed germination, growth, and development, reproduction, and death.
stages in the life cycle of a flowering plant.
similarities and differences between plants and their offspring.
Students can describe, recognize, identify, compare, illustrate and trace:







basic needs for plant survival (i.e., air, water, light, nutrients, temperature).
the sun is the primary source of light and food energy.
major plant organs (i.e., roots, stems, flowers, leaves).
path of water and nutrients as they move through the transport system of a plant.
plant life cycle of seed germination, growth, and development, reproduction, and death.
stages in the life cycle of a flowering plant.
similarities and differences between plants and their offspring.
Students can describe, recognize, and identify

basic needs for plant survival (i.e., air, water, light, nutrients, temperature).

the sun is the primary source of light and food energy.

major plant organs (i.e., roots, stems, flowers, leaves).

path of water and nutrients as they move through the transport system of a plant.

plant life cycle of seed germination, growth, and development, reproduction, and death.

stages in the life cycle of a flowering plant.

similarities and differences between plants and their offspring.
N
NOT
MEETING
Students can recognize and identify (but not describe)







basic needs for plant survival (i.e., air, water, light, nutrients, temperature).
the sun is the primary source of light and food energy.
major plant organs (i.e., roots, stems, flowers, leaves).
path of water and nutrients as they move through the transport system of a plant.
plant life cycle of seed germination, growth, and development, reproduction, and death.
stages in the life cycle of a flowering plant.
similarities and differences between plants and their offspring.
Elementary Science Department
Billie Bell K-6 Science Coach
Center School District
April 2009
Assessment Book Chapter 1 Test 1
Name____________________
Chapter 1 Test
Pre/Post Test
http://www.pearsonsuccessnet.com/snpapp/iText/documents/sfscience/ancillaries/2008/g3/0-328-33394-8/001004.pdf
Name _____________________________
Chapter 1 Test
Read each question and choose the best answer. Then fill in the circle next
to the correct answer.
1. Choose the word that belongs in the sentence.
have long narrow leaves and do not have woody
stems.
_ Trees
_ Grasses
_ Flowers
_ Evergreens
2. What kind of tree grows cones to make seeds?
_ spring
_ summer
_ deciduous
_ coniferous
3. Choose the word that belongs in the sentence.
Tubes that carry water and minerals from the roots to
other parts of the plant are in the .
_ leaf
_ stem
_ thorn
_ flower
4.What structures help keep a cactus from losing too much
water?
_ tubers
_ thorns
_ woody stems
_ stems with a thick, waxy covering
© Pearson Education, Inc.
2 Chapter 1 Test Assessment Book
Name___________________________________
Chapter 1 Test
5.Which seed part stores food for the seed?
_ the fruit
_ the flower
_ the seed leaf
_ the seed coat
_ In the forest, Jan picked burs off her pants and dropped
them.
6.What did she do by dropping burs?
_ She pollinated a plant.
_ She did nothing important.
_ She left food for the forest animals.
_ She helped to scatter a plant’s seeds.
7.Look at the illustration below.
What is the bee doing to the flower?
_ pollinating it
_ eating its fruit
_ germinating it
_ scattering its seeds
© Pearson Education, Inc.
Assessment Book Chapter 1 Test 3
Name___________________________
Chapter 1 Test
8. Many plants that lived long ago are extinct. How do
scientists know about these plants?
_ They grow plant fossils.
_ They found plant fossils.
_ They grow plants like them in space.
_ They found living plants that are like them.
9. Look at the object shown in the illustration below.
How was this object formed?
_ A plant grew in rock.
_ A plant was pressed into a rock.
_ A plant grew in wood. The wood became rock.
_ A plant was pressed into mud. The mud became rock.
10.Scientists have learned many interesting things about
plants that lived long ago. What is one difference between
early plants and those of today?
_ Early plants had more fruit.
_ Early plants had more seeds.
_ Early plants did not have leaves.
_ Early plants did not have flowers.
© Pearson Education, Inc.
4 Chapter 1 Test Assessment Book
Name __________________________Chapter 1 Test
11. When a seed starts to grow into a new plant, what is it
doing?
_ pollinating
_ germinating
_ growing leaves
_ creating seedlings
Write the answers to the questions on the lines.
12. How do plants get food? (2 points)
________________________________________________________
13. How do plants get water? (2 points)
________________________________________________________
14. Write the answer to the question on a separate sheet of
paper.
_ Jacob knows that the different parts of a plant help the
plant to live and grow. He decides to put two of the same
type of plant in his garden. Both plants get the same
amount of water. Jacob covers one plant with a cardboard
box. Soon the covered plant appears weak and unhealthy.
Explain why covering the plant with the box prevents it
from growing.
(4 points)
Answer key: Chapter 1 Unit test
© Pearson Education, Inc.
Assessment: Answer Key
Chapter 1 Test 1 Pre/Post Test
Chapter 1 Test
Name____________________
Read each question and choose the best answer. Then fill in the circle next
to the correct answer.
1. Choose the word that belongs in the sentence.
have long narrow leaves and do not have woody
stems.
_ Trees
_ Grasses
_ Flowers
_ Evergreens
2. What kind of tree grows cones to make seeds?
_ spring
_ summer
_ deciduous
_ coniferous
3. Choose the word that belongs in the sentence.
Tubes that carry water and minerals from the roots to
other parts of the plant are in the .
_ leaf
_ stem
_ thorn
_ flower
4.What structures help keep a cactus from losing too much
water?
_ tubers
_ thorns
_ woody stems
_ stems with a thick, waxy covering
© Pearson Education, Inc.
2 Chapter 1 Test Assessment Book
Name___________________________________
Chapter 1 Test
5.Which seed part stores food for the seed?
_ the fruit
_ the flower
_ the seed leaf
_ the seed coat
_ In the forest, Jan picked burs off her pants and dropped
them.
6.What did she do by dropping burs?
_ She pollinated a plant.
_ She did nothing important.
_ She left food for the forest animals.
_ She helped to scatter a plant’s seeds.
7.Look at the illustration below.
What is the bee doing to the flower?
_ pollinating it
_ eating its fruit
_ germinating it
_ scattering its seeds
© Pearson Education, Inc.
Assessment Book Chapter 1 Test 3
Name___________________________
Chapter 1 Test
8. Many plants that lived long ago are extinct. How do
scientists know about these plants?
_ They grow plant fossils.
_ They found plant fossils.
_ They grow plants like them in space.
_ They found living plants that are like them.
9. Look at the object shown in the illustration below.
How was this object formed?
_ A plant grew in rock.
_ A plant was pressed into a rock.
_ A plant grew in wood. The wood became rock.
_ A plant was pressed into mud. The mud became rock.
10.Scientists have learned many interesting things about
plants that lived long ago. What is one difference between
early plants and those of today?
_ Early plants had more fruit.
_ Early plants had more seeds.
_ Early plants did not have leaves.
_ Early plants did not have flowers.
© Pearson Education, Inc.
4 Chapter 1 Test Assessment Book
Name __________________________Chapter 1 Test
11. When a seed starts to grow into a new plant, what is it
doing?
_ pollinating
_ germinating
_ growing leaves
_ creating seedlings
Write the answers to the questions on the lines.
12. How do plants get food? (2 points) The leaves of the plants use
sunlight, carbon dioxide, and water to make food.
13. How do plants get water? (2 points) The roots get water from the soil.
14. Write the answer to the question on a separate sheet of
paper.
_ Jacob knows that the different parts of a plant help the
plant to live and grow. He decides to put two of the same
type of plant in his garden. Both plants get the same
amount of water. Jacob covers one plant with a cardboard
box. Soon the covered plant appears weak and unhealthy.
Explain why covering the plant with the box prevents it
from growing.
(4 points)
Answer key: Chapter 1 Unit test
http://www.pearsonsuccessnet.com/iText/documents/sfscience/ancillaries/2008/g3/0-328-33394-8/001004a.pdf