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Understanding the Roots

Lesson 4:

From Unit Watch Me Grow

Lesson

Handouts

Academic Standards

Philanthropy Framework

Kindergarten-2nd Grade

Subjects:

Language Arts, Library / Technology, Philanthropy, Science and Social Studies

Key Words/Concepts click to view

ART-T:	Theater: Perform
ART-VA:	Visual Arts: Create/Communicate
ELA:	Journaling; Listening; Reflection; Response to Text/Others
PHIL:	Common Good; Community; Environment; Environmental Stewardship; LEAGUE Wildcard Lesson: Environment
SCI:	Conservation; Environment; Plants
SOC:	4 genOn; Common Good

Purpose:

In this culminating lesson, the students look at the parts of the flowering plant and compare them to the parts of the tree. The students use art supplies to create a flower with all of the essential parts. They reflect on the community planting project and analyze their impact on the earth.

Duration:

One Forty-Five Minute Class Period

Objectives:

The learner will:

respond to text and recall details.

create a flower with a variety of art materials.

reflect on the community planting experience.

write a response, detailing sequence of events and expressing feelings.

Service Experience:

Although this lesson contains a service project example, decisions about service plans and implementation should be made by students, as age appropriate.

Students complete final stages of the community planting project.

Materials:

The Earth and I by Frank Asch

The Magic School Bus Plants Seeds by Joanna Cole (book or video)
Construction paper for background
Seeds
Pipe cleaners
Tissue paper
Glitter or sand
Additional paper scraps

Instructional Procedure(s):

Anticipatory Set:

Begin by magically turning all of your children into Bees and Flowers. Match up each bee with a flower and tell bees to visit the roots (feet) of the flowers, the stem (the legs) of the flowers, the leaves (hands) of the flowers, and smell the petals (head) of the flowers. When the bees have investigated all parts of the flowers, have them switch roles and repeat. Ask the children why they think bees like flowers so much? Listen to their answers, and tell them you have a wonderful video (or book) that will explain all of it to them.

Either read or show the video of The Magic School Bus Plants Seeds.

Talk about the different parts of a flower and compare and contrast to the different parts of a tree.

Ask students to name needs of flowers and plants.

Have the art materials (pipe cleaners, seeds, tissue paper, glitter or sand for pollen) available for students to design their own flowers on a piece of construction paper. Their creations must include the essential parts of a flower (labeled) and they should indicate how the pollen is spread to create new flowers.

When the flowers are complete, sit in a circle on the floor and look at the different creations. Following the lead of the students, sort and classify the invented flowers.

Debrief with the students about the entire unit. Discuss their feelings about contributing to the community through the planting project. Review the different types of growing things they have looked at. Discuss the impact they think they have on the environment. Talk about how they feel they are growing (physically and mentally).

For reflection, each student writes or dictates at least two sentences about the community planting experience: sequence of events and feelings about its impact.

Read The Earth and I and discuss the interconnectedness of the earth and its people.

Assessment:

Student flowers should include (labeled) the roots, stem, flower, seed, pollen and leaves. There should also be evidence of how the pollen is spread (wind, bees, carried on animal fur, etc.)

Assess student participation in the community planting project designed and carried out by the class. Did the student show enthusiasm, complete his/her responsibilities, and communicate a response to the project?

Cross-Curriculum Extensions:

Tree Project: The child will find a tree, measure it with string, do a bark rubbing and leaf rubbing, name the tree and tell what kind of tree it is. Log all of this information in a tree journal to present to the class.
The Life of a Tree: The child will act out the life of a tree, telling about where the tree lives, what helps it grow, what it sees while it grows and the types of dangers it encounters.
Tree Song: The child will write a song about a tree’s life.
The Tree Story: The child draws and labels the parts of a tree and then writes a story about the tree.

Bibliographical References:

Asch, Frank. The Earth and I. Gulliver Green, 1994. ISBN: 0152004432
Cole, Johanna. The Magic School Bus Plants Seeds. Scholastic, 1995. ISBN: 0590222961

Lesson Developed By:

Caryn Yarnot
Mona Shores Public Schools
Ross Park Elementary
Muskegon, MI 49441