Environmental Science Activities Manual: 3-5
||Plants F3.00 ||Habits of Mind
||Assumptions 3.2 b
GRADE: ESAM: 3-5
CONTENT STANDARD: Life Science
CONTENT TOPIC: Plants
CONCEPT: Plants reproduce and grow in various ways.
CONTENT OBJECTIVE: F3.00 To understand how flowering plants reproduce
INSTRUCTIONAL OBJECTIVE: The learner will:
3.01 name several ways seeds are dispersed.
OUTLINE OF CONTENT:
3.02 observe that plants can be reproduced by cutting.
I. Reproduction in green plants
A. Plants from seeds
II. Root a cutting
1. Seeds carried by wind
B. Plants from cuttings
2. Seeds carried by water
3. Seeds carried by animals
4. Seeds carried by vehicles
TN COMPONENT OF SCIENCE: Habits of Mind
To enable students to demonstrate ways of thinking and acting inherent on the practice of science; and to exhibit an awareness of the historical and cultural contributions to the enterprise of science.
ASSUMPTIONS - The recognition and criticism of the validity of an argument through presentation of data and differentiation between fact and assumption in the preparation of an explanation for a natural phenomenon are vital parts of the scientific process.
TN STANDARD(S): The learner will understand that:
3.2b predictions are based on previous knowledge.
BENCHMARK: Logical predictions are formulated from the evaluation of observations and prior learning
Two instructional periods
Assorted seeds, seed pictures, manila paper for drawing the four ways seeds travel, 2 seed groups laminated on construction paper with one labeled, plants "Wandering Jew," "African Violet," glasses for stems, cotton, manila paper for progressive drawings of cuttings
This classroom connector addresses Instructional Objective 3.01.
Class, today we will study ways that new green plants can get started. Raise your hand if you have ever walked through tall grass and had something stick to your clothing. Some of those tiny, sticky things are seeds.
(If possible, take your class on a walk around school in the FALL to discover as many seeds as possible. If this unit is taught in the spring, you will need to get a good assortment of seeds to display and discuss.) Ask students to describe the kinds of seeds they have carried on their clothes. Ask if they think their dogs, cats, etc., ever carry seeds from place to place? (response) What kinds? (response) How else can seeds move from place to place? (Elicit wind and water.) What other ways could seeds travel? (Elicit vehicles.) What happens to seeds when they fall to the ground again? (Discuss how, once the seed is on dirt again and if conditions are right, a new plant can grow from it.)
MONITOR AND ADJUST:
(Show pictures of seeds and ask individuals to tell how each seed might travel. Show filmstrip at this time describing seeds and how they travel.)
Have students draw a picture showing four ways seeds travel.
The students will write a story about a seed as a main character who goes somewhere, such as "A Seed Who Goes to Town", "Catch a Ride on a Dog", "Vagabond Seed". Suggested endings: The seed travels and grows into a blackberry bush, oak tree, etc.
As a free time activity, have two groups of the same seeds laminated to two pieces of construction paper. One sheet, the seeds would be labeled; but not on the other sheet. Students can enjoy trying to name the seeds and comparing their answers with the labeled sheet.)
This classroom connector addresses Instructional Objective 3.02.
Today we will continue our study of how new green plants get started. What way did we learn about yesterday? (Seeds) Today we will be talking about another way, called a "cutting." Listen carefully, you might want to try it at home.
Has anyone ever heard of a plant called "Wandering Jew," or one called "African Violet?" (response) You may have one of these at home. (Display both plants.) You can start a new plant by cutting a stem with leaves off a plant and putting it in a container of water. Sometimes it does better if you put a bit of cotton around the bottom of the stem. (demonstrate) We will leave these in a good place and watch for roots to develop from the stems. Once the roots have developed, the stem can be planted in soil and you have a new plant!
MONITOR AND ADJUST:
What do we call a stem that we have rooted? (Cutting)
Observe the root development each day.
Chart progressive development pictures of the cutting.
Gregor Johann Mendel (1822-1884) was a monk who lived in a monastery. He had always wondered, "Why does one apple tree have red apples, and another have yellow?" Instead of just guessing, her made careful observations and wrote down everything he learned. He chose to work with peas and used them as a basis for Mendel's Theories. These theories are helpful to farmers in producing higher quality plants and animals.
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