Lesson Plan: Parts of a Plant
Learning Objectives
Students will be able to identify and describe the different parts of a plants. Students will be able to describe the different function of the plant as well.
Lesson Plan Estimated Time: This project is an minimal of an hour and ten minutes long and an maximum of an hour and twenty-five minutes, which thus can be broken into a two day lesson. Materials:
Markers
Scissors
Pencils
Construction paper
Pipe cleaners
Glue sticks
Colorful tissue paper..
Leaf Shapes worksheet
Parts Of A Plant worksheet
Life Cycle of a Plant worksheet. Introduction (5 minutes)
I will draw a picture of a plant on the board that will include the roots, a stem, flower, and leaves.
I will then ask
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For example; What materials do you need in order to grow a plant? What is the most important thing you need in order to grow a plant? During the growing process, what do you need to give the plant for it to stay alive and well?
After that I will dwell into the functions of the plants:
One by one (parts of the plant), I will explain the purpose of each plant part.
I will state that the roots hold the plant into the soil. The roots ingest in water and minerals to help the plant stay alive.
Secondly, I will inform them the purpose of the stem. The stem carries water from the roots to the other parts of the plant.
Thirdly, I'll explain that the flower helps the plant reproduce.
Fourthly, I will tell my class that leaves take in air and light that a plant needs to live.
Next I will show the Leaf Shapes worksheet. This is to show them the different shapes, sizes and colors of a leaf.
Guided Practice/Interactive Modeling/ Motivation (25
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Roots: 2. Stem: 3. Flower: 4. Leaves: Describe the leaves of any two types of plants.
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What are the four things that plants need to survive?
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Evaluation/Assessment (10 minutes)
Students will be challenged through the completion of the Life Cycle of a Plant worksheet. This worksheet will test their knowledge with the new vocabulary and information they learned about a plants growing process. I will grade and handback the Parts of a Plant worksheets as students finish them. Review and Closing (10-15 minutes)
I will have a show and tell with the students so they could become familiar with public speaking and being confident with the masterpieces. Here the will state there plant name and why they chose those colors for the plant to
I am going to identify the plants in each area and count them. I will
Many variations and species of plants can be found all around the world and in different habitats. These variations and characteristics are due to their adaptations to the natural habitat surrounding them. In three of many climatic zones, the arid, tropical and temperate zone, plants that vary greatly from each other are found in these locations. In this experiment, we’ll be observing the connection between the adaptations of the plants to their environment at the Fullerton Arboretum. The arboretum is a space containing numerous plants from different environments. The plants are carefully looked after and organized into their specific habitat. Therefore, we’ll be able to take a look at the plants within multiple
Charles Darwin once compared the root tips of plants to “the brain of one of the lower animals” he even reported electrical signal systems in plants, much like a nervous system. More than a century after Darwin, a scientist named Mancuso discovered the center for the electrical signals, or action potentials, is located in the root tips. Even small plants had nearly 14 million root tips, all acting in a similar way to a nervous system. Humans and most animals have centralized brains, meaning it is all grouped together in one spot, forming what we envision as a brain. Plants may not have a centralized brain like humans, but that doesn’t mean they lack a brain, in fact plants have “decentralized intelligence” distributed throughout them. Since plants cannot react quickly, they have no way of defending themselves against predators, so by scattering the “brain” plants avoid dying off when damaged (Marinelli). The root tips and sensory cells allow plants to feel and react to different stimuli. It is uncertain as to whether plants feel pain, but they do respond to anesthetics and react to being damaged. For example, when a caterpillar eats a plant’s leaf, the plant begins to secrete defensive chemicals. The censor cells react to the damage being done and cause the leaf to secrete chemicals to fend off the predator, as well as repair the
They are used to produce glucose which is used as plant food and growing materials (e.g. cellulose).A leaf which is exposed to plenty of light will have sufficient amounts of food and will not need an excessive amount of chlorophyll. This enables the leaf to have a small surface area. It is also necessary for leaves in areas of high light intensity, and thus high temperature, to have small leaves to reduce the amount of transpiration. The heat will cause water to evaporate a lot faster. Leaves in shaded areas will need a large surface area full of chlorophyll to collect as much sun light as possible; essential for survival.
specimens with the corresponding scientific description, photographs, specific maps and there are drawings that document the research. This collected images of plants continue the artist’s fascination with documentation, community engagement and art as a way to address larger social issues. This exhibit was interning to me to see all the different plant and to know that plants in the city unknown to most there are often edible, medicinal or even poisonous plants.
Gregor Mendel used pea plants Pisum sativum to experiment with. He used these dure to the contrasting physical features he observed. He found that the plants were either tall or short (dwarf); flower was axial or terminal; purple of white flowers; yellow seed or green seed; round seed or wrinkled seed; green pod or yellow pod; inflated or constricted pod. He saw mathematical patterns emerge when he cross-fertilized the plants over many generations.
We depend on plants to obtain our oxygen. Plants produce glucose that assists in its living and growing and we contribute by releasing carbon dioxide. In order for us to live, we need the oxygen that plants produce by making glucose.
own roots (not just the plant kind), this meant they needed a structure that was different than
In the lab exercise regarding plant structure and function, we examined slides containing the different kinds of roots (monocot, dicot). We labeled the parts and pointed out the different roles of each in the plant structure. Also, we examined monocot stems and dicot stems in order to familiarize ourselves with its external and internal structures. We sketched and labeled the parts of the stem and looked closely at the positions of each part. In the last part of the lab, we classified leaves into different kinds according to their leaf venation, bases of leaves, and apices of leaves. As an additional exercise, we sketched 20 animals and classified them according to phylum and class. We were also able to discover the scientific and common names of the animals. Overall, the exercises we did enabled us to familiarize ourselves with plant structure thus, gaining a better understanding for plant life and its importance.
The picture that was given to me is a seed. From a simple seed, it shows how the plant grows. Just like any other living organisms, it undergo with a process wherein growth and evolution
Humans depend on plants in numerous ways. One reason we depend on plants is for consumption. Plants have the unique ability of producing their own food through a process called photosynthesis. In this process, plants are able to produce macromolecules such as carbohydrates that cannot be produced in animals or humans. In humans, the only to gain these macromolecules is to consume plant matter, or consume plant-eating animals (herbivores).
Photosynthesis is the process in which living cells from plants and other organisms use sunlight to produce nutrients from carbon dioxide and water, the image below “Diagram of photosynthesis 1,” helps show this process. Photosynthesise generally creates oxygen as a by-product through the use of the green pigment, chlorophyll, found in the plant that helps this reaction occur. “Photosynthesis provides us with most of the oxygen we need in order to breathe. We, in turn, exhale the carbon dioxide needed by plants,” (factmonster,2017). This is able to show us why photosynthesis is so greatly needed to occur through plants in order to give one another essentials needed for continuity of life. “Plants perform photosynthesis because it generates the food and energy they need for growth and cellular respiration,” (photosynthesieeducation, 2016).
Leaves are broad and flat to provide a large surface area and to provide a short path for the light to travel. It also means that there is a short diffusion path for the exchange of gases. The vascular tissues found in leaves contain the xylem vessel, which transports the water required for photosynthesis. The phloem removes the products of photosynthesis.
Kinesthetic, visual, and auditory) similar to my previous videotaped lesson. There could have been more accommodations made for my students categorized as special, and I also do feel that I needed to give more prompt feedback to assure mastery of the concepts that I was teaching. These problems could have be alleviated with the use of guiding questions, answer choices, and graphic organizers. A strength that I am proud of maintaining is my effective classroom management and my use of a guided inquiry lesson. These components kept my lesson engaging, fun, and encouraged the students to be more autonomous as I helped them to construct their own knowledge about plants. Things that I did lack in my lesson was informing the students of the purpose of the lesson and the activities that I have planned for the lesson after performing my anticipatory set. As I mentioned previously, the teaching method that I used was guided inquiry. At this stage, we are not only encouraging our students to be the constructors of their own knowledge, but we are also encouraging them to be more independent as well. Using this teaching method provides students with some practice in using inquiry processes. All in all, I have noticed much improvement in my teaching compared to my last videotaped lesson, but there are still some important things that I need to work on: prompt feedback, and providing accommodations to meet the needs of all of my