Grade 1
Science
Unit: 09
Lesson: 01
Suggested Duration: 9 days
Science Grade 01 Unit 09 Exemplar Lesson 01: Investigating Plants
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a
recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing
CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of
Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
In this lesson, students will learn about the structure and function of plants, with a focus on identifying and comparing roots, stems, leaves, and flowers.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by
Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent
unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
1.10
Organisms and environments. The student knows that organisms resemble their parents and have structures and
processes that help them survive within their environments. The student is expected to:
1.10B Identify and compare the parts of plants.
Scientific Process TEKS
1.1
Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and
school safety procedures and uses environmentally appropriate and responsible practices. The student is expected to:
1.1A Recognize and demonstrate safe practices as described in the Texas Safety Standards during classroom and
outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately.
1.1B Recognize the importance of safe practices to keep self and others safe and healthy.
1.2
Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom
and outdoor investigations. The student is expected to:
1.2A Ask questions about organisms, objects, and events observed in the natural world.
1.2B Plan and conduct simple descriptive investigations such as ways objects move.
1.2C Collect data and make observations using simple equipment such as hand lenses, primary balances, and non-standard measurement tools.
1.2D Record and organize data using pictures, numbers, and words.
1.3
Scientific investigation and reasoning. The student knows that information and critical thinking are used in scientific
problem solving. The student is expected to:
1.3C Describe what scientists do.
1.4
Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural
world. The student is expected to:
1.4A Collect, record, and compare information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting
nets, notebooks, and safety goggles timing devices, including clocks and timers non-standard measuring items such as paper clips and
clothespins weather instruments such as classroom demonstration thermometers and wind socks materials to support observations of
habitats of organisms such as aquariums and terrariums.
1.4B Measure and compare organisms and objects using non-standard units.
GETTING READY FOR INSTRUCTION
Performance Indicators
Last Updated 05/21/13
page 1 of 33 Grade 1
Science
Unit: 09
Lesson: 01
Suggested Duration: 9 days
Grade 01 Science Unit 09 PI 01
Create a visual, such as a picture or a fold book, identifying the parts of plants, including roots, stems, and leaves. Label the parts of the plants.
AND
Observe several different plants to compare the parts. Record and organize data, including measurements and observations, using pictures, numbers, and words.
Communicate the information by creating a poster to share with others.
Standard(s): 1.2A , 1.2D , 1.10B
ELPS ELPS.c.1C , ELPS.c.3D , ELPS.c.3E
Key Understandings
Plants are systems made up of different parts that help them perform a job.
— What job does each plant part do?
Plants can be measured and compared.
— What parts can you observe and identify on your plant?
— What do you observe that is the same on all of the roots, stems, and leaves? What is different?
— How did you decide to group the plant parts? Why?
Plants have basic parts (roots, stems, leaves, and flowers) that can be identified and compared.
— What is the function of stems, leaves, flowers, and roots?
— How does the plant part help the plant?
Vocabulary of Instruction
plant
living
stem
roots
leaf, leaves
flowers
system
observe
measure
part
long
thin
sharp
pointed
smooth
color
short
tall
rough
thick
large
small
Materials
book (about plants, 1 per class)
clothes pins (see Advance Preparation, for Measuring Plant Station) – Optional
containers (large, plastic preferable, labeled, see Advance Preparation, 4 per class)
containers (to hold sample, 1 per group) – Optional
crayons (with wrapping removed, Leaf Rubbing Station)
crayons or colored pencils (per group)
cup (to place celery in, 1 for Stem Observation Station)
food coloring (any color, for Stem Observation Station)
hand lenses (1 per student)
index cards (for labels, see Advance Preparation, 4 per class) – Optional
leaves (see Advance Preparation, for Leaf Rubbing Station)
newspapers (to cover tables, for Leaf Rubbing Station)
objects (for use as non­standard units of measurement, for Measuring Plant Station, 5–10 units)
paper (butcher or newspaper, or plastic, per group)
paper (for posters, per group) – Optional
paper (manila, for Leaf Rubbing Station)
paper (plain)
paper clips (small, see Advance Preparation, for Measuring Plant Station) – Optional
resealable plastic bags (gallon-size, 1 per group)
resealable plastic bags (snack-size, 1 per student)
safety goggles (per station)
sample (whole plant, cut into different sections, 1 per group) – Optional
samples (of plant parts to measure, see Advance Preparation, for Measuring Plant Station, 3-4)
samples (plant, variety – some vegetable, see Advance Preparation, per group)
samples (plants - celery, carrots, lettuce, see Advance Preparation, per group)
scissors (per group)
snap cubes (for Measuring Plant Station, 5-10 depending on size)
stalk (celery, cut open, 1 for Stem Observation Station)
transparency (see Advance Preparation, 1 per class)
Attachments
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page 2 of 33 Grade 1
Science
Unit: 09
Lesson: 01
Suggested Duration: 9 days
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,
attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the
public website.
Teacher Resource: Find Someone Who KEY
Teacher Resource: Plant Chart KEY
Handout: Did You Know a Plant Has Parts? (1 per student)
Teacher Resource: Instructions for Making the Booklet Did You Know a Plant Has Parts?
Handout: Parts of a Plant Poster (2 copies for whole class activity)
Teacher Resource: Plant Splat Game (copies for station activity)
Handout: Plant Part Match Game (copies for station activity)
Handout: Measuring Plants Station (1 per student)
Handout: Parts of a Plant PI 01 (1 per student)
Handout: Measuring and Observing Plants PI 02 (1 per student)
Teacher Resource: Performance Indicator Instructions KEY
Resources
None Identified
Advance Preparation
1. Prior to Day 1:
Read over instructions for the Find Someone Who activity. Decide which method works best for students.
Each student will need a half sheet of paper to create the classroom plant web. These can be cut in advance to save instructional time.
2. Prior to Day 2:
Gather materials for the outdoor investigation: plain paper (1 sheet per student) – Optional (instead of student science notebooks); resealable,
plastic, snack-size bags (1 per student); and hand lenses (1 per student).
3. Prior to Day 4:
Gather materials for lab groups. Use plants that are easily available in your area. It is good to have enough plants for a variety for student
groups. (Each group should receive 3–5 plant samples.) Remember, the teacher will cut up the parts, so a few plants will go a long way with use.
Suggested plants that are available at the local grocery store (but are not limited to) and effective for this lesson are:
— carrot (root)
— radish (root)
— broccoli (The tops of the broccoli (florets) are actually flower buds.)
— collard greens (leaves)
— celery (stem)
— lettuce (leaves)
— flower (cut flowers or flowers from a plant in the area)
— Household indoor plants are also great to use as samples.
Place the parts of the plants into large, gallon-size, plastic, storage bags (1 bag per student lab group). Each bag should have a random
sampling of all of the parts of a plant. Cover table spaces with newspaper, plastic cover, or butcher paper for easy clean up. Gather four large
containers. Plastic is preferable; clear is even better. Each will have a label: leaves, roots, stem, and flower. Index cards could be used for the
labels.
4. Prior to Day 5:
Make copies of the Handout: Did You Know a Plant Has Parts? Prepare the booklets for each student using the Teacher Resource:
Instructions for Making the Booklet Did You Know a Plant Has Parts? if necessary.
Make copies of the Handout: Parts of a Plant Poster. This activity can be a small cooperative group activity, a whole class activity, or even a
teacher lead center activity. Decide which delivery method will be the most beneficial for students.
5. Prior to Day 6:
Two days are designated for the stations. Decide how much time to allot for the four stations.
STATION SET UP:
Class Activity: Stem Observation Station Set Up (the day before):
For the stem observation station, the celery will need to be prepped the day before. At some point during the instructional day, have students
observe the process of setting up the investigation and discuss what they think will happen.
Set Up:
Fill the cup with water.
Add food coloring to the cup of water. You will need to use at least 10–15 drops of food coloring.
Show the students some celery. Explain how this is the stem of the plant.
Place a piece of celery with the bottom cut from the stalk into the colored water.
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page 3 of 33 Grade 1
Science
Unit: 09
Lesson: 01
Suggested Duration: 9 days
Allow time for students to make predictions.
The day of the activity: Cut the celery to reveal the inside of the plant for students to observe.
Teacher Station Set Up:
Gather a book about plants to read aloud. (See suggested books in the reference section of this lesson for ideas.)
Make a transparency of the Plant Splat Game Board (located on the Handout: Plant Splat Game).
Alternatively, the page could be projected onto a whiteboard or Smart Board.
See the instructions on the Teacher Resource: Plant Splat Game on how to set up and play the game.
Measuring Plant Station Set Up:
Collect 3–4 plant parts to measure. (The parts used in the previous activities can be reused for this station.) (See the Instructional Notes
for alternatives.)
Label the parts with a number.
Students will measure with non-standard tools. Small paper clips and snap cubes are appropriate tools for this activity. They will also be
utilized in the Performance Indicator.
— small paperclips (amount depends on the size of the plant parts)
— clothes pins (amount depends on the size of the plant parts)
— snap cubes (5–10 cubes, depending on the size of the plant parts)
Important: Decide if you would like to use one or all of the above materials or to use as a non-standard unit of measurement. This will be the same material students
will use to measure with in the Evaluate: Performance Indicator section.
Plant Match and Leaf Rubbing Station Set Up:
Make copies of the Handout: Plant Part Match Game. Cut out the game. (Laminate, if possible, for reuse.)
Collect leaves for rubbings. Since the leaves may be fragile, have a selection of “silk” leaves for students to use for this activity
Collect crayons, and remove the wrappings.
6. Prior to Day 8:
Decide if students will create posters on different paper or print front/back copies with the poster template provided. Gather carrots, celery, and
lettuce samples for the students to observe. Students will need to observe a whole carrot and whole piece of celery. The celery can be split and
divided by the stalks. Remove a few leaves from a head of lettuce. You may want to ask the produce department of your local grocery store for
these materials. To save on resources, plan on having these plants to share in small groups or rotate throughout the class. Gather hand lenses
for the students to use to observe the plant samples.
7. Prepare attachment(s) as necessary.
Background Information
This lesson bundles student expectations that address the process skills of scientific inquiry and using tools with the concepts of identifying and comparing parts of plants.
During this lesson, students will apply their prior knowledge of plant parts to a study of interdependence in living systems. Furthermore, students will learn the skill of
comparing the different structures of plants that help them meet their needs.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – What do We Know About Plants?
Notes for Teacher
NOTE: 1 Day = 30 minutes
Suggested Days 1 and 2
1. Following the instructions on the Teacher Resource: Find Someone Who, discuss
with students the steps of the activity. Read a statement to the class. As students
respond, walk around, and listen for patterns of students’ understanding about
plants. The teacher can get a quick sense of both of the understandings and
misconceptions that students may have.
2. Inform students that the class is going to create a web about plants. They will have
the opportunity to share what they already know about plants.
Materials:
paper (plain, cut into half-sheets, 1 sheet per
student)
crayons or colored pencils (per group)
paper (plain, labeled Plants, 1 sheet per class)
book (about plants, 1 per class)
3. Students will work in pairs on this activity. Group students accordingly.
4. Distribute two half sheets of blank paper to the student groups.
Attachments:
5. Say:
Teacher Resource: Find Someone Who
Teacher Resource: Plant Chart KEY
Think about what you already know about plants.
Discuss your ideas with your partner.
Instructional Notes:
6. Draw one thing you know about plants on each half sheet. If pairs have several On a whiteboard, wall, or bulletin board, as a display board, place a
ideas, have them choose the two that they think are important to share with others.
sheet of paper with the title Plants in the center of the area. This will
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page 4 of 33 Grade 1
Science
Unit: 09
Lesson: 01
Suggested Duration: 9 days
7. When groups have finished writing or drawing their ideas on the half sheets of paper,
have them focus on the chart or display titled Plants.
be the center of the web. If using a bulletin board, yarn can be used
to create the threads of the web. On a white board, the threads can
be drawn with a dry erase marker.
Check For Understanding:
As students work, monitor and ask questions about their ideas.
This is a quick and easy formative assessment strategy that will
provide the teacher with valuable information about what students
know about plants.
8. As student pairs share their idea, place each of the half sheets of paper on the
display board. As ideas are shared, ask students to look for similar ideas to group
together. If students find a similarity, have them justify their thinking. (See the
Teacher Resource: Plant Chart KEY or how a final chart might look.)
9. As the class builds the web, ask students:
Misconceptions:
Students may think that plants must have soil to
grow.
Students may think that plants don’t grow in winter.
Where might this idea belong on the web? Which ideas does it seem it fit
with?
10. Read a book on plants and plant parts to provide some background information for
students.
EXPLORE 1 – Observing Plants in Nature
Suggested Day 3
1. Distribute individual student science notebooks or plain paper to each student.
Materials:
2. Say:
Think of a plant, and then draw the plant. You will need to label the parts
of the plant that you already know.
paper (plain, 1 sheet per student) –Optional
resealable plastic bags (snack-size, 1 per student)
hand lenses (1 per student)
3. Say:
Share your plant drawings with a partner (or a small table group).
4. As students share, actively monitor the discussions to collect data on the student
understandings about plants.
Safety Notes:
Discuss safety procedures for outdoor investigation. Set physical
boundaries, and discuss how to safely collect samples. (see TEKS
1.1A)
5. Choose a few students to share their drawings. Students should have the opportunity
to explain the labels that they added.
6. Ask:
Does anyone know what we call scientists who study plants? (Botanists)
Discuss with students samples that are safe to collect. Actively
monitor the collection, and have the students check with the teacher
before collecting the sample.
Also, be sure to check for any known allergies students might have.
7. Say:
As we learn about plants, we will also learn how botanists study plants.
We will compare our drawings with living plants that are around our
school.
8. Divide students into small cooperative groups that will work together outside.
9. Each student will be responsible for drawing and labeling plants and collecting their
own leaf sample.
Instructional Notes:
Plan B Is the weather not cooperating? Collect samples from around the
school to use in the classroom. Place the plant samples on the
student tables, and have the students draw their observations.
Provide hand lenses for students to observe in detail. Plan on
another day to go outside and investigate plants as detailed in the
lesson.
10. Have one student from each group gather the scavenger hunt materials and
distribute them to group members.
Science Talks: Much like a literature circle, science talks are an
instructional strategy that involve the whole class in sharing and
snack-size, plastic storage bags (1 per student)
hand lenses
discussing what they know and have learned. Students use their
science notebooks as a guide through this process.
11. Say:
When we go outside, you will observe and record different types of plants Use many opportunities to discuss with the students how parts of a
plant look. Having students communicate their observations about
you see around the school.
12. Demonstrate how to safely collect a sample of a plant. Explain to students that
everyone will collect a leaf. This will be utilized in a later activity.
Last Updated 05/21/13
stems, leaves, and roots will help prepare them to be successful
on the Performance Indicator.
page 5 of 33 Grade 1
Science
Unit: 09
Lesson: 01
Suggested Duration: 9 days
Note: If leaves are scarce around the school, find samples prior to this activity
around the community. Have enough for each student to have a sample.
13. The leaf sample will be placed in the snack-size, plastic, storage bag. (When back in
the classroom, the plastic storage bag will be taped into the science notebooks.
When taping the bag, leave the top part that opens un-taped so that the leaf can be
taken out of the bag.)
Check For Understanding:
During the outdoor descriptive investigation, this is a great formative
assessment opportunity. Ask students to explain their drawings, to
gain a sense of what students know about plants.
14. While students are conducting their outdoor descriptive investigation. Monitor their
work. Ask questions about their drawings.
15. Upon returning to the classroom, facilitate a science talk. Ask students to compare
their first drawing to the drawing of the plants they observed outdoors. Have students
share some of the similarities and differences of the drawings.
16. During the science talk, it is important for students to be able to describe their
observations. Students will need to be able to discuss:
If stems are short, tall, thick, or thin
How leaves look (sharp, pointed, smooth, rough, the color of the leaf)
Roots – are they long or short? (Students may not have observed any roots since
they are in the soil, so the teacher may need to have some exposed roots to show
students.)
Ask:
Why do some plants look different from other plants?
What are some of the differences you observed?
Additional Ideas:
Do all plants grow in the soil?
Do all plants have leaves?
Do plants live year round? Do they grow year round? This is to have students start
thinking about seeing plants all year, not just in the spring time. However, some
plants do go through seasonal changes. This will connect to conceptual
understandings that students will build in Grade 2. (TEKS 2.9 A&B)
EXPLORE 2 – Investigating the Parts of Plants
Suggested Day 4
1. In this investigation, students will be working together to identify the different parts of
plants (roots, stems, leaves, flower).
Plants for the Investigation:
Use what is easily available in your area. It is good to have enough plants for a
variety for student groups (3–5 plant samples). Remember, the teacher will cut up
the parts, so a few plants will go a long way with use.
— Suggested plants that are available at the local grocery store (but are not
limited to) and effective for this lesson are:
carrot (root)
radish (root)
broccoli (the tops of the broccoli (florets) are actually flower buds)
collard greens (leaves)
celery (stem)
lettuce (leaves)
flower (cut flowers or flowers from a plant in the area)
Household indoor plants are also great to use as samples.
Materials:
samples (plant, variety – some vegetable, see
Advance Preparation, per group)
resealable plastic bags (gallon-size, 1 per group)
paper (butcher or newspaper, or plastic, per group)
containers (large, plastic preferable, labeled, see
Advance Preparation, 4 per class)
index cards (for labels, see Advance Preparation, 4
per class) – Optional
hand lenses (1 per student or 2 per group to share)
Informational Notes:
Fast Fact:
Did you know that the top parts of broccoli are actually flower buds
called florets? If allowed to bloom, they would produce yellow
2. Divide the class into groups of three to four students. A table space will be needed for flowers. (see picture below)
each group.
3. Select a student from each table to be a materials manager. Ask the selected
students to collect the plastic “lab bag” (bag with plant samples) to bring to their table
groups.
4. Put the four labeled containers (roots, stems, leaves, and flowers) in an open area
that the students will be able to access easily. Read the labels on the containers so
that the students know what each label says.
5. Explain to students that their task is to sort the plants they have by their parts.
Everyone in the group is responsible for observing the plant. Tell students to use the
hand lens to get an up close look at the plant part.
Need Plants?
Send home a note to parents asking for help gathering plant
samples from around their home (yard and/or kitchen). Local
businesses or gardeners can also be great resources.
6. Once everyone has sorted the plant parts in their small groups,
Say:
Index cards could be used as labels (stems, roots, leaves, and
Each group member should hold one plant part in their hand.
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flower) and placed on the table to use for sorting the plant parts.
page 6 of 33 Grade 1
Science
Unit: 09
Lesson: 01
Suggested Duration: 9 days
When I say the name of a plant part, the person holding that
part should come up and place the part in the appropriate container.
Check For Understanding:
7. Say the name of the four different plant parts, one at a time. Allow students to place
the part into the container. Do not make any corrections at this time.
8. After all parts have been sorted, have students sit in the area where they can
observe the contents of the containers.
9. Start with the container labeled Roots. Empty the parts from the container onto the
mat on the floor. Spread out the plant parts for students to observe. Have students
discuss the similarities and differences students see among the roots that they see.
Ideas could be recorded in the classroom science notebook.
Use these questions to check to see what students now know
about plants. Remember, this is an early stage in the lesson;
accept all answers. In the mid-point of the lesson, in the Explain
section, students will have a better understanding of the functions
of each part of the plant and why they are important.
Science Notebooks:
This activity is a great opportunity to incorporate the classroom
10. Follow the same steps with the Stem, Leaves, and Flower.
11. At this point in the lesson, leave the discussion open. The students’ discussion
should be based on their observations. Later in the lesson, you will challenge
students to think more critically about their observations. Some Guiding Questions
that may be helpful for group discussion are:
science notebook. Write down any new ideas that are learned. The
teacher and students can draw plant parts and label the parts; there
are multiple learning opportunities when utilizing the notebook.
How did you decide to group the plant parts? Why?
What parts can you observe and identify on your plant?
What do you notice about the roots? Stems? Leaves?
What do you observe that is the same on all of the roots, stems, and
leaves? What is different?
Where do you see these parts on the whole plant?
What questions do you have about these plant parts?
12. Say:
Plants are systems made up of different parts that help them perform a
job.
Each part has a specific job to do. The parts work together as a system to
help the plant grow.
EXPLAIN – All About Plants Literature Connection
Suggested Day 5
1. There are several options on how to read the Handout: Did You Know a Plant Has
Parts? and how to construct the Parts of a Plant Poster. This activity can be a
small cooperative group activity, a whole class activity, or even a teacher lead center
activity.
2. Decide which delivery method will be the most beneficial for students.
3. Option One: Whole Group Instruction
Distribute one of the pages of the Handout: Parts of a Plant Poster to each
group. The plant on the poster is a sunflower. There will be a root group, stem
group, leaves group, and flower group.
Read the Handout: Did You Know a Plant Has Parts? as a whole class activity.
Each section of the book will introduce a plant part. After each introduction, ask
the class which group thinks they have that part of the plant.
The first section is the roots of the plant.
Ask:
Which group thinks they have a picture of roots?
Select one person from that group to bring the part of the poster to the teacher.
Help the student place the part of the poster to be displayed. Bulletin boards,
walls, or whiteboards are great places to display the poster(s).
Discuss with students the important ideas from the booklet about that part of the
plant.
Roots – hold the plant in place; they carry water and minerals from the soil
to the plant.
Stems – hold up the leaves and the flowers. There are tiny tubes in the
stems that carry water and nutrients to the rest of the plant.
Leaves – make food for plants
Flowers – carry the seeds for the plants
Repeat the procedure for each section of the plant until the poster is completed.
A formative assessment piece is located on the back of the handout to see if
students can recall the parts of a plant.
4. Option Two: Small Group Instruction
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Materials:
sample (whole plant, cut into different sections, 1
per group) – Optional
containers (to hold sample, 1 per group) – Optional
rubber bands (to make the booklets, 1 per student)
Attachments:
Handout: Did You Know a Plant Has Parts? (1
per student)
Teacher Resource: Instructions for Making the
Booklet Did You Know a Plant Has Parts?
Handout: Parts of a Plant Poster (depends on
Option used)
Check For Understanding:
The last page of the Handout: Did You Know a Plant Has Parts?
has a formative assessment activity where students can identify the
parts of a plant. This activity can be done individually or
cooperatively.
Instructional Notes:
The plant on the Handout: Parts of a Plant Poster is a sunflower.
This information could be left until the end of the activity. As the
teacher goes through the activity, the question could be posed:
What kind of plant do you think this is? Students can formulate
hypotheses and justify their thinking.
page 7 of 33 Grade 1
Science
Unit: 09
Lesson: 01
Suggested Duration: 9 days
Read the Handout: Did You Know a Plant Has Parts? in small groups.
Distribute a copy of the Handout: Parts of a Plant Poster to each group.
Have students work together to build the plant poster, adding the labels.
The teacher will monitor the groups, asking clarifying questions.
Close the activity with reviewing the parts of the plant together.
In order for the poster to fit together, the pages will need to be
folded where the headers and footers are located. The poster could
also be cut out with scissors.
Alternatively, this can be used as a classroom activity around a
table.
5. Option Three: Teacher Led Small Group Instruction
In this setting, follow the same procedures as the small group instruction. Guide
students when reading the book, and build the plant poster together. Emphasize
each plant part and its function.
6. Closing Activity
Ask the class:
As a variation, students can be timed, and see who has assembled
the flower most quickly or how much they have done in a certain
time (e.g., two minutes).
What is the function of stems, leaves, and roots?
Roots – hold the plant in place; they carry water and minerals from the soil
to the plant.
Stems – hold up the leaves and the flowers. There are tiny tubes in the
stems that carry water and food to the rest of the plant.
Leaves – make food for plants
Flowers – produce the seeds
7. Closing Activity – Building a Plant Game (optional)
An extension to this lesson is an interactive game where real parts of a plant can be
used or the Handout: Parts of a Plant Poster.
Provide the parts of a plant, either real (the plants will need to be cut in to the
different sections) or copies of the poster from the handouts in this lesson. Place
the parts in a container, along with labels for the parts of the plant.
Each group will need a space to assemble the plant.
When told to ‘start’, the first student takes one piece (from the container), runs to
the board, places the part on the board, and then runs back to the container. The
second student (or ‘first student’ again) takes a piece and runs to the board to find
a suitable position to place the next part and then returns to the group.
This is repeated until all of the pieces and labels have been assembled on the
board. All of the students in the group then go to the board to check the plant and
see if they can make any adjustments that they think are needed. When satisfied
that it is correct, they all sit down.
The first group to sit down beside a correct plant is the winner.
The teacher led small group option can also be used as a re-teach
or as an RTI Tier 1 intervention strategy.
A quick and easy way for students to store their booklets is to create
a book bag. Collect:
resealable plastic bags (gallon-size, 1 per student)
packing tape (2 pieces per bag)
metal rings (1 per student)
hole punch
To create the bag:
1. On the left-hand side of the plastic bag, place a piece of the
packing tape along the side, on both the front and back of the bag.
This will reinforce the bag when it is hole-punched.
2.Next, decide if you want the book bag to have 1 hole punch at the
top or three hole punches (so it can be placed in binders) along the
side.
3. Place a metal ring in the top hole so the bag can be clipped to
back packs or used to hang the book bag.
4. A label can be added to the bag.
Example:
ELABORATE – Stations
Suggested Days 6 and 7
1. PROCEDURES FOR STATIONS
Materials:
Before station rotations begin, walk students through each of the stations, and
model the activities. Discuss how groups will work cooperatively, and set behavior
expectations.
2. Stem Observation Station
Have students discuss their predictions from the day before.
Last Updated 05/21/13
stalk (celery, cut open, 1 for Stem Observation
Station)
cup (to place celery in, 1 for Stem Observation
Station)
food coloring (any color, for Stem Observation
Station)
page 8 of 33 Grade 1
Science
Unit: 09
Lesson: 01
Suggested Duration: 9 days
Students will observe the celery stalk that has been cut open.
In the student science notebooks, or on paper, students should title their
observations: Stems. Have students draw, color, and label their observations.
paper (plain, 1 sheet per student)
crayons or colored pencils (per group)
book (about plants, 1 per class)
transparency (see Advance Preparation, 1 per
class)
samples (of plant parts to measure, see Advance
Preparation, for Measuring Plant Station, 3-4)
leaves (see Advance Preparation, for Leaf Rubbing
Station)
objects (for use as non-standard units of
measurement, for Measuring Plant Station, 5–10
units)
paper clips (small, see Advance Preparation, for
Measuring Plant Station) – Optional
clothes pins (see Advance Preparation, for
Measuring Plant Station) – Optional
snap cubes (for Measuring Plant Station, 5-10
depending on size)
newspapers (to cover tables, for Leaf Rubbing
Station)
paper (manila, for Leaf Rubbing Station)
crayons (with wrapping removed, Leaf Rubbing
Station)
hand lenses (for Measuring Plant Station and Leaf
Rubbing Station, 2–4 per station)
safety goggles (per station)
3. Teacher Station
Read aloud the plant book of choice to students.
As a group, review the important parts of plants.
Play the Plant Splat Game.
4. Measuring Plant Station
Each student needs a copy of the Handout: Measuring Plants Station.
This station will need to be modeled before students rotate through. Show
students the handout and leaf samples that are numbered to match the handout.
Demonstrate how to measure the length of plant parts: the non-standard unit must
be placed end-to-end.
You may choose to only have a couple of plant parts, such as the stem and
leaves.
Students will measure with non-standard tools. Small paper clips and snap cubes
are appropriate tools for this activity. They will also be utilized in the Performance
Indicator.
Allow students to explore how to measure plants. Measuring is an evolving
concept for students at this age. Mastery of measuring is not something that is
expected in this activity, but a skill that is being developed over time.
Students will follow the instructions on the handout and record their findings.
Plant books can be set at this station if students finish before the allotted time is
up.
Attachments:
5. Plant Match and Leaf Rubbing Station
During the demonstration of the stations:
Ask:
What is the purpose of a leaf?
During the station rotation, have students turn in their science notebooks to the
page that has the leaf collected from their scavenger hunt.
Have students use the hand lenses to observe the leaf in detail.
Since the leaves may be fragile, have a selection of “silk” leaves for students to
use for this activity.
Students will place the leaf under a small piece of manila paper. They will use
unwrapped crayons to make leaf rubbings.
Teacher Resource: Plant Splat Game (copies for
station activity)
Handout: Plant Part Match Game (1 set for
station)
Handout: Measuring Plants Station (1 per
student)
Safety Note:
Throughout the station activities, reinforce safe practice. (TEKS
1.1A)
Procedures for leaf rubbings:
Place your leaf on a table covered with newspaper.
Put the paper over the leaf.
Using the long side of the crayon, rub over the item while holding the paper down.
Use the rubbing to make a diagram of a leaf.
When students complete their rubbings, if time allows, they can play the Plant
Match Game as a memory game.
Instructional Notes:
TEKS Connection:
Using nonstandard units of measurement is in the Grade 1 TEKS
as 1.4B.
Just like people and animals, plants need water to survive. Plants
get water from the soil through their roots. Inside the plants are
capillaries that allow the water to travel through the plant. These
capillaries are hollow and function as a "straw" for the plants. You
can witness from the celery that over an extended period of time, the
plant draws water through its capillaries all the way through its
system. As the water is drawn up, a vacuum is formed at the top,
and the colorful water is forced through the celery stalk, causing the
celery to turn color.
Decide which materials to use as a non-standard unit of
measurement. Using snap cubes and paperclips will give
students the opportunity to experience the materials they will
use to measure in Evaluate – Performance Indicator.
What’s a snap cube?
Snap cubes are often used in math class. Also called linking
cubes, these cubes can be found in various sizes.
Last Updated 05/21/13
page 9 of 33 Grade 1
Science
Unit: 09
Lesson: 01
Suggested Duration: 9 days
When modeling how to measure the length of the leaves, use
grade appropriate math connections.
At first, students will demonstrate that the length of an object is the
number of same-size units of length that, when laid end-to-end
(with no gaps or overlaps), reach from one end of the object to the
other, assuming this is possible.
Science is best experienced through authentic investigations with
real materials. However, sometimes this is not always available. If
plant parts are needed for the measuring plant station, imitation (or
“silk”) plants can be used, or reduce the size of the Handout: Plant
Part Poster and make copies to be used to measure.
Center Ideas:
Copy pictures of plants that have roots, stems, and leaves. Have a
selection that has a variety such as a cactus, deciduous tree,
flowering plant, etc. Cut the pictures into thirds. Scramble these
pictures up, and have students put the pieces together like a puzzle.
For an extension activity, have students create a plant. Revisit the
idea of reusing everyday materials from Unit 05. Gather materials,
such as the examples below, to construct the plant. Be sure to have
students label the parts.
Stem – drinking straws
Root – pipe cleaners or string
Flower – coffee filters, paper plates, or bottle caps
Leaves – paper
Science Notebooks:
Have students predict what they think will happen to the celery, and
write and draw their thinking in their science notebook. A word bank
could be provided for students needing language support.
EVALUATE – Performance Indicator
Suggested Days 8 and 9
Grade 01 Science Unit 09 PI 01
Materials:
Create a visual, such as a picture or a fold book, identifying the parts of plants, including roots,
stems, and leaves. Label the parts of the plants.
AND
Observe several different plants to compare the parts. Record and organize data, including
measurements and observations, using pictures, numbers, and words. Communicate the
information by creating a poster to share with others.
Standard(s): 1.2A , 1.2D , 1.10B
ELPS ELPS.c.1C , ELPS.c.3D , ELPS.c.3E
paper (for posters, per group) – Optional
scissors (per group)
samples (plants - celery, carrots, lettuce, see
Advance Preparation, per group)
hand lenses (1 per student or 2 per group of 4)
crayons or colored pencils (per group)
Attachments:
1. Refer to the Handout: Parts of a Plant PI 01, Handout: Measuring and Observing
Plants PI 02, and Teacher Resource: Performance Indicator Instructions KEY
for information on administering the assessment.
Last Updated 05/21/13
Handout: Parts of a Plant PI 01 (1 per student)
Handout: Measuring and Observing Plants PI
02(1 per student)
page 10 of 33 Grade 1
Science
Unit: 09
Lesson: 01
Suggested Duration: 9 days
Teacher Resource: Performance Indicator
Instructions KEY
Last Updated 05/21/13
page 11 of 33 Grade 1
Science
Unit: 09 Lesson: 01
Find Someone Who…KEY
Activity Purpose: The purpose of this activity is to quickly engage students in thinking about plants.
It provides students the opportunity to learn from one another and engages them kinesthetically.
Procedure:
1. The teacher reads the statements listed below.
2. Provide time for students to walk around the room and form a small group of 3–4.
3. Students will discuss the statement within their group and decide on a response.
4. Have each group share one of their ideas with the whole class.
5. Students will then form a different group of 3–4, read a new statement, and repeat steps 3 and 4.
(More structure could be added to the forming of groups by giving specific instructions to the
students).
Statements:
Find someone in your group who knows two things that plants need.
Find someone in your group who can name a type of plant. (All students should name a
different plant.)
Find someone in your group who knows what a root is and what it is used for.
Find someone who can name three different parts of a plant.
Circulate among the students. Assist any students who do not join a group.
In some cases, such as with ESL students or other students who have emergent language skills, it
might be helpful to pair students with a student with stronger language skills so that they can work
together. In this situation, the pairs would travel together to form groups of four students.
©2012, TESCCC
05/20/13
page 1 of 1
Grade 1
Science
Unit: 09 Lesson: 01
Plant Chart KEY
plants
©2012, TESCCC
05/20/13
page 1 of 1
Some roots
are big, and
some roots are
small.
seeds.
or
fruit
You might also see
Shinners, J. (Photographer) (2012). Roots [Print]
Microsoft. (Designer). (2010). Plant parts [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/.
When we look at a
plant, we can see that
it has roots.
Plants come in all shapes
and sizes. Can you name
these parts of a plant?
Did You Know
a Plant Has
Parts?
roots
Roots can be found in
the soil.
Roots hold the plants
in the soil.
Roots help the plant
get nutrients.
When you look at a
plant, you can see it
has a stem.
Flowers
carry the seeds for
the plants.
When you look at a
plant, you might see
flowers.
When you look at a
plant, you might see
leaves.
stem
leaves
A stem holds the plant
up. A stem carries water and nutrients to the
rest of the plant.
Leaves make food for
the plant.
Grade 1
Science
Unit: 09 Lesson: 01
Instructions for Making the Booklet “Did You Know a Plant Has Parts?”
1. Print copies of the Handout: Did You
Know a Plant Has Parts.
2. Fold each of the pages in half.
3. Fold each page in half again.
©2012, TESCCC
05/20/13
page 1 of 2
Grade 1
Science
Unit: 09 Lesson: 01
4. Place the folded second sheet inside
the folded first sheet.
5. Place a rubber band around the two
pages to secure them together.
Rubber band
6. A top view of the completed booklet
©2012, TESCCC
05/20/13
page 2 of 2
Grade 1
Science
Unit: 09 Lesson: 01
Parts of a Plant Poster
©2012, TESCCC
05/20/13
page 1 of 4
Grade 1
Science
Unit: 09 Lesson: 01
©2012, TESCCC
05/20/13
page 2 of 4
Grade 1
Science
Unit: 09 Lesson: 01
©2012, TESCCC
05/20/13
page 3 of 4
Grade 1
Science
Unit: 09 Lesson: 01
stem
roots
leaves
flower
©2012, TESCCC
05/20/13
page 4 of 4
Grade 1
Science
Unit: 09 Lesson: 01
Plant Splat Game
Instructions for Set Up and Rules of the Game:
1. Make a transparency of the Plant Splat Game Board on the next page. Or, as an alternative, you can project the page onto a wall
from a laptop connected to a projector.
2. Divide the class evenly into two teams.
One student from each team will stand by the game board.
The teacher will then ask a question (see example questions below).
When the student knows the answer, he/she will cover the square on the game board and shout “splat”.
The first student to get the correct answer wins the point.
This process will repeat until all students have had a turn at the board.
Alternatively, the class can be divided into several teams. Each team will have a team leader. The team works cooperatively to
answer the question the teacher asks. The leaders from the groups will go to the game board to share their answer. The first group
leader to answer correctly gets the point for their team.
Example of Questions to Ask:
Name the part of a plant...
that has bright colors?
that holds it in the ground?
that makes food for the plant?
that carries water and nutrients to the plant?
that is attached to the stem?
that can be found underground?
that is tall and straight?
©2012, TESCCC
05/20/13
page 1 of 2
Grade 1
Science
Unit: 09 Lesson: 01
Splat Game Board
root
stem
flower
leaf
http://www.saps.org.uk/attachments/article/213/SAPS%20-%20Games%20with%20cards.pdf
©2012, TESCCC
05/20/13
page 2 of 2
Grade 1
Science
Unit: 09 Lesson: 01
Plant Part Match Game
root
root
root
©2012, TESCCC
05/20/13
page 1 of 3
Grade 1
Science
Unit: 09 Lesson: 01
stem
stem
stem
©2012, TESCCC
05/20/13
page 2 of 3
Grade 1
Science
Unit: 09 Lesson: 01
leaf
leaf
leaf
©2012, TESCCC
05/20/13
Microsoft. (Designer). (2010). vegetables [Web Graphic]. Retrieved from http://office.microsoft.com/enus/images/.
USGS. (Photographer) (2012). Cabbage and spinach [Print].
page 3 of 3
Grade 1
Science
Unit: 09 Lesson: 01
Measuring Plants Station
How to Measure:
1. Line up the measuring tools from one end of the leaf to the other to find the length.
Leaf Sample
How many
paperclips long?
How many
clothes pins long?
How many
snap cubes long?
1
2
3
©2012, TESCCC
10/03/12
page 1 of 2
Grade 1
Science
Unit: 09 Lesson: 01
Leaf Templates
If real leaves are not available for this activity, these templates can be cut out and used for the station activity.
©2012, TESCCC
10/03/12
page 2 of 2
Performance Indicator 01
Grade 1
Science
Unit: 09 Lesson: 01
Parts of a Plant
©2012, TESCCC
05/20/13
Grade 1
Science
Unit: 09 Lesson: 01
Measuring and Observing Plants PI 02
Plant Name
Draw Plant Part
Plant Part
Describe
Circle one.
Texture:
How does it
feel?
Length:
How many
paperclips
long is the
plant?
root
Carrot
stem
leaf
root
Celery
stem
leaf
root
Lettuce
stem
leaf
©2012, TESCCC
05/20/13
page 1 of 2
Grade 1
Science
Unit: 09 Lesson: 01
Performance Indicator 2: What I Know About Plants
©2012, TESCCC
05/20/13
page 2 of 2
Grade 1
Science
Unit: 09 Lesson: 01
Performance Indicator Instructions KEY
Performance Indicator
Create a visual, such as a picture or a fold book, identifying the parts of plants, including roots,
stems, and leaves. Label the parts of the plants.
(1.2D; 1.10B)
AND
Observe several different plants to compare the parts. Record and organize data, including
measurements and observations, using pictures, numbers, and words. Communicate the
information by creating a poster to share with others.
(1.2A, 1.2D; 1.10B)
1C; 3D, 3E
Materials:
paper (for posters, per group) – Optional
scissors (per group)
samples (plants - celery, carrots, lettuce, see Advance Preparation, per group)
hand lenses (1 per student or 2 per group of 4)
crayons or colored pencils (per group)
Attachments:
Handout: Parts of a Plant PI 1 (1 per student)
Handout: Measuring and Observing Plants PI 2 (1 per student)
©2012, TESCCC
05/20/13
page 1 of 2
Grade 1
Science
Unit: 09 Lesson: 01
Safety Note:
Emphasize to students that that taste is not a sense that will be used in the investigation.
Instructional Procedures:
Performance Indicator 1: Fold Book
1. Model how to create the fold book.
Fold the paper in half.
Have students cut only the front cover along the dotted lines to create a book with three
flaps.
2. Inside of the book, students will label the parts (root, stem, and leaves), and write or draw what
they know about each part.
Performance Indicator 2: Measuring and Observing Plants and Poster
1. Prepare plant samples of carrots, celery, and lettuce for students to observe.
2. Model how to complete the Handout: Measuring and Observing Plants PI 2. Emphasize the
importance of using their senses of touch and sight to help in the investigation.
3. Provide students time to: observe, draw, measure, compare, and record their findings on the
handout’s chart.
4. Students will then create a poster to exhibit what they have learned about plants. The template
can be copied on the back of the measuring and observing page or students can create a poster
from a different material.
©2012, TESCCC
05/20/13
page 2 of 2