Project G
Project GLAD
Plants
Level 1/2 (WA)
IDEA PAGES
By Frances Cansler and Roxanne Stuart
I. UNIT THEME – Plants, animals and people have basic needs
• People and animals need plants to survive
• The world has many different environments that support different types of plants.
• Many plants are endangered.
II. FOCUS/MOTIVATION
• Observation charts
• Inquiry Chart
• Picture File Cards
• Big book
• Read alouds
• Chants
• Super Scientist Awards (botanist)
• Realia : Different types of stems, roots, seeds
• Experiments: Seed Planting
•
III. CLOSURE
• Process Charts
• Class Big Book
• Portfolio Folders
• Experiments
• Learning Logs
IV. CONCEPTS
CONTENT STANDARDS LIFE SCIENCES (WA)
• Living things have needs:
o Plants have basic needs: water, nutrients, light, air
o People have basic needs: food, clothing, shelter
o Animals have basic needs: food and shelter
o Plants have life cycles
o People and animals have life cycles
o Plants have structures that work together (system)
o Plants reproduce in different ways.
• Investigation and Experiment:
o observe, compare, and describe changes using evidence to support
o identify the parts of plants and describe how the parts go together (system)
o draw pictures that correctly portray features
o record observations
o bar graph of plant growth
Physical Science
|1.1.1 | |
| |Understand simple properties of common natural and manufactured materials and objects. |
| |(K) Identify and describe a property of an object. |
| |(K) Sort common materials and objects using a simple property (e.g., texture, color, size, shape). |
| |(2) Sort common objects by multiple simple properties (e.g., texture and color; size and shape). |
| |(2) Identify and describe the differences between common natural and manufactured materials and objects using properties. |
Earth Science
|1.1.5 | |
| |Understand physical properties of Earth materials. |
| |(K) Sort rocks based on size, shape, and other physical properties (e.g., color, texture). |
| |(2) Illustrate and tell about the properties of water as a solid and liquid. |
| |(2) Explain how some Earth materials are used by living things (e.g., water and soil for growing plants). |
|1.1.6 | |
| |Understand characteristics of living organisms. |
| |(K) Identify observable characteristics of living organisms (e.g., spiders have eight legs; birds have feathers; plants |
| |have roots, stems, leaves, seeds, flowers). |
| |(2) Observe and describe characteristics of living organisms (e.g., spiders have eight legs; birds have feathers; plants |
| |have roots, stems, leaves, seeds, flowers). |
|1.2.1 | |
| |Understand that things are made of parts that go together. |
| |(K) Identify the parts of objects, organisms, and materials (e.g., toys with moving parts, plants, animals, soils). |
| |(1) Describe how the parts of objects, organisms, and materials go together. |
| |(2) Construct simple devices to do common tasks using common materials and explain how the parts depend on each other |
| |(e.g., cardboard, wood, clay, rubber bands). |
| | |
Systems
|1.2.3 | |
| |Know that common materials are made of smaller parts. |
| |(1) Sort objects based on component parts ( e.g., toys with wheels). |
| |(2) Show that people use magnifiers to observe things they cannot see with their eyes. |
Living Systems
|1.2.6 | |
| |Know that living things are made of small parts. |
| |(K) Observe and show how living things look different under a magnifier. |
| |(2) Observe and identify the parts of an object seen under a magnifier. |
| |(2) Illustrate or draw the small parts that make up the whole living thing. |
|1.3.8 | |
| | |
| |Know that most living things need food, water, and air. |
| |(1) Observe and record that most living things need food, water, and air. |
| |(1) Observe and record or demonstrate that plants need light. |
|1.3.10 | |
| |Know that plants and animals need a place to live. |
| |(1) Observe and show how organisms live in specific places (e.g., fish live in a pond). |
| |(1) Describe how animals depend on plants or other animals for food. |
| |(1) Describe how animals depend on plants or other animals for shelter. |
Investigating
|2.1.1 | |
| |Understand how to ask a question about objects, organisms, and events in the environment. |
| |(K, 1, 2) Wonder and ask questions about objects, organisms, and events based on observations of the natural world. |
|2.1.2 | |
| |Understand how to plan and conduct simple investigations following all safety rules. |
| |(1, 2) Make observations and record characteristics or properties. |
| |(2) Make predictions of the results of an investigation. |
| |(2) Plan and conduct an observational investigation that collects information about characteristics or properties. |
| |(2) Collect data using simple equipment and tools that extend the senses (e.g., magnifiers, rulers, balances, scales, and |
| |thermometers). |
| |(K, 1, 2) Follow all safety rules during investigations. |
| | |
|2.1.5 | |
| | |
| |Understand how to record and report investigations, results, and explanations. |
| |(K, 1, 2) Report observations of simple investigations using drawings and simple sentences. |
| |(1, 2) Describe and/or draw the materials used in the investigation (e.g., numbers, shapes, colors). |
| |(K,1, 2) Report safety procedures used during the investigation. |
| |(2) Report the process used and results of the investigation (e.g., verbal, visual, written, and/or mathematical formats). |
Nature of Science
|2.2.1 | |
| |Understand that all scientific observations are reported accurately even when the observations contradict expectations. |
| |(K, 1, 2) Record what is observed and explain how it was done accurately and honestly. |
| |(1, 2) Keep records and explain that the records have not been changed even when they did not match initial expectations. |
|2.2.2 | |
| | |
| |Understand that observations and measurement are used by scientists to describe the world. |
| |(K, 1, 2) Raise questions about the natural world and seek answers by making careful observations and trying things out. |
| |(1, 2) Make observations and measurements about natural phenomena. |
|2.2.5 | |
| |Know that ideas in science change as new scientific evidence arises. |
| |(1, 2) Tell how scientific inquiry results in facts, unexpected findings, ideas, evidence, and explanations. |
Science, Technology and Society
|3.2.2 | | | |
| | |
| |Know that people have invented tools for everyday life. |
| |(K, 1, 2) Describe ways in which common tools help people in their everyday life. |
|3.2.3 | |
| |Know how knowledge and skills of science, mathematics, and technology are used in common occupations. |
| |(1) Tell at least one way that science, mathematics, or technology is used by a person in a job. |
|3.2.4 | | | |
| | |
| |Understand how humans depend on the natural environment. |
| |(K, 1, 2) Describe what humans obtain from their environment (e.g., a school garden yields vegetables; a sheep yields wool, |
| |which is used to make sweaters). |
| |(1, 2) Describe what organisms obtain from their environment (e.g., a school plant needs water and sunlight). |
V. VOCABULARY
absorb adaptation air angiosperms
botanist branches buds bulbs carbon dioxide
change chlorophyll comparing flowers food
life cycle habitat leaves nutrients photosynthesis
roots seedling seeds soil sprouting
stems sunlight water
VI. ORAL LANGUAGE/READING/WRITING SKILLS - ELD Standards
ELD Listening/Speaking Standards – Grades K-5Washington State
Beginning –
• Very limited understanding of English
• Learns to distinguish and produce English phonemes
• Uses words, gestures, and actions
• Practices repetitive social greetings
• Imitates verbalizations of others to communicate:
• Basic needs
• Participate in discussions and activities
• Respond to simple directions
Advanced Beginning -
• Uses words and/or phrases
• Uses appropriate social greetings
• Participates in social discussions on familiar topics and in academic discussions
• Develops correct word order in phrases
• Begins to use content-related vocabulary
• Retells simple stories and identifies the main points
Intermediate -
• Uses simple sentences with inconsistent use of syntax, tense, plurals, and subject/verb agreement
• Tells a story, informs, explains, entertains, and participates in social and academic discussions
• Begins to use root words, affixes, and cognates to determine the meaning of new words
Advanced -
• Uses descriptive sentences with common grammatical forms with some errors
• Participates in academic and social discussions using appropriate ways of speaking based on audience and subject matter
• Tells a story, informs, explains, entertains, and persuades
• Uses simple figurative language and idiomatic expressions in discussions
• Uses root words, affixes, and cognates to determine the meaning of new words
Transitional -
• Speaks clearly and comprehensibly using standard English grammatical forms with random errors
• Applies content-related vocabulary in a variety of contexts and situations
• Gives oral presentations
ELD Reading Standards – Grades K-5Washington State
Beginning –
• Expresses self using words, drawings, gestures, and actions:
• Sequences simple text
• Answers literal questions
• Makes simple predictions
• Aware of familiar sounds
• Recognizes and produces rhyming words containing familiar sounds
• Uses and comprehends highly contextualized vocabulary
• Follows simple written directions (e.g., color, cut, glue)
• Reads sight words
• Begins to understand concepts of print
Advanced Beginning –
• Expresses self using words and/or phrases to identify:
• Characters
• Setting
• Main idea and details
• Compare and contrast
• Cause and effect
• Aware of familiar and unfamiliar sounds
• Employs word-meaning strategies
• Applies inflectional endings to words
• Increases sight-word and content-area vocabulary
• Distinguishes between genres
• Reads highly contextualized text composed of simple sentences
• Applies concepts of print
Intermediate –
• Expresses self using simple sentences
• Produces unfamiliar sounds
• Decodes word patterns
• Employs word-meaning strategies
• Begins to read familiar text fluently
• Increases vocabulary through reading across content areas
• Uses text features to:
• Gain meaning
• Monitor for comprehension
• Describe images from text
• Connects text to prior knowledge
• Distinguishes between:
o Fiction/non-fiction
o Fact/opinion
o Fantasy/reality
• Infers and makes generalizations from text
• Reads text at student’s reading level across content areas
Advanced –
• Expresses self using descriptive sentences
• Identifies theme
• Recognizes literary devices
• Compares and contrasts
• Uses a variety of strategies to monitor comprehension
• Recognizes phonemes within multi-syllabic words
• Uses word parts to determine word meanings
• Reads with increasing fluency
• Independently confirms word meanings
• Uses a variety of resources for research
• Follows multi-step written directions
• Text increases in length and complexity
Transitional –
• Adjusts reading rate as needed
• Uses specialized vocabulary, uses multiple meaning words appropriately
• Analyzes literary elements
• Uses comprehension and questioning strategies, summarizes text, analyzes and applies persuasive devices
• Explains cause and effect, citing evidence from text
• Develops research skills
• Follows increasingly complex written directions
• Comprehends grade level text
ELD Writing Standards – Grades K-5Washington State
Beginning –
• Draws, labels
• Writes familiar words and sight words
• Writes to name, describe, or complete a list
• Begins to use invented spelling, capital letters, participates in group editing
• Audience may be self, teacher, or known person
• Sequences pictures to assist with organization
• Uses graphic organizers to convey main ideas and details
• Participates in group writing process
Advanced Beginning –
• Writes unfamiliar words and phrases
• Begins to write based on a model or frame
• Demonstrates inconsistent use of:
• Capitals
• Punctuation
• Correct spelling
• Participates in group brainstorming
• Writes rough draft and revises
Intermediate –
• Writes simple sentences
• Demonstrates increasing control of:
• Capitals
• Punctuation
• Correct spelling
• Word order
• Subject/verb agreement
• Develops own voice in writing
• Distinguishes between writing for different audiences and purposes
• Uses basic transitions
• Writes individually and in a group process
• Writes rough draft independently
Advanced –
• Uses descriptive sentences
• Writes for a variety of audiences and purposes
• Uses grade level conventions inconsistently
VIII. RESOURCES AND MATERIALS – Non-fiction
All About Seeds – Susan Kuchalla, Troll Associates, 1982
Bean - Barrie Watts, Smart Apple Media (U.S.), 2005
Flowers – Gail Saunders-Smith, Capstone Press, 1998
From Seed to Plant – Gail Gibbons, Holiday House, 1991
Leaves - Gail Saunders-Smith, Capstone Press, 1998
Life in a Desert – Carol K. Lindeen,Capstone Press, 2004
Life in a Forest - Carol K. Lindeen,Capstone Press, 2004
Life in an Ocean - Carol K. Lindeen,Capstone Press, 2004
Life in a Polar Region - Carol K. Lindeen,Capstone Press, 2004
PLANT - David Burnie, Dorling Kindersley Limited (London), 1989
Plants – Anita Ganeri, Franklin Watts, 1992
Seeds – Gail Saunders-Smith, Capstone Press, 1998
Stems - Gail Saunders-Smith, Capstone Press, 1998
The Carrot and Other Root Vegetables – Millicent E. Selsam, William Morrow & Co., 1971
The Prairie Builders, Reconstructing America’s Lost Grasslands - Sneed B. Collard III
Houghton-Mifflin Co. 2005
The Reason For A Flower - Ruth Heller, Scholastic, 1983
You’d Never Believe It But…Plants feed on Sunlight and other facts, Helen Taylor, Aladdin Books, 1998
Wetlands, A Vanishing Resource – Charles Rotter, Creative Education, 2002
RESOURCES AND MATERIALS - Fiction
Pumpkins – Jacqueline Farmer, Charlesbridge, 2004
The Carrot Seed - Ruth Krauss, Harper & Row Publishers, 1945
The Tiny Seed – Eric Carle, Scholastic Inc., 1987
RESOURCES AND MATERIALS – Core Literature
Plants – Foss Science
RESOURCES AND MATERIALS – Websites
Project GLAD
PLANTS (Level 1-2)
PLANNING PAGES
I. FOCUS/MOTIVATION
• Cognitive Content Dictionary with Signal Word
• Inquiry Chart – What we know about plants?
• Botanist Awards
• Teacher–made Big Book
• Read Alouds–Big Books
• Observation Charts
• Realia
• Picture File Cards: Sort for environment plants live in
• Experiments
II. INPUT
• Pictorial Input Chart: World Map (Continents, oceans)
• Narrative Input Chart
• Comparative Input Chart
• Poetry
• Foss Science Books
III. GUIDED ORAL PRACTICE
• T-graph and team points (cooperation)
• Personal interaction
• Picture File Activities
• Guided Imagery
• Mind Maps
• Sentence Patterning Chart (plants)
• Cooperation work - numbered heads together
• Chants, Raps, and Poems
• Expert Groups & Process Grid
• Science explorations
IV. READING/WRITING
Total Class
• Group Frame
• Coop Strip Paragraph
• Poetry frames
• Pocket Poetry
• Flip Charts
• Strip Books (from Sentence Patterning Chart)
• Story Map
• Big Book
Teams
• Process Grid
• Expert group – “Numbered Heads Together”
• Small group shared reading
• Flexible group leveled reading
• Partner Reading: ear to ear
Individual
• Learning logs
• Interactive Journals
• Authentic Reading choice
• Writer’s Workshop
o Writing process
o Author’s chair
V EXTENDED ACTIVITIES FOR INTEGRATION
• Science experiments: seed planting/reproduction-observing, sketching, graphing, communicating
• Observation walks
• Home/School Connection
VI. CLOSURE
• Process all charts and information
• Big Books
• Share personal exploration
• Team Exploration
• Framed Letter home to parents
Project GLAD Project GLAD
PLANTS
(Level 1-2)
SAMPLE DAILY LESSON PLAN
Day 1:
Focus/Motivation
▪ Cognitive Content Dictionary : signal word (angiosperm)
▪ Big Book – Shared reading
▪ Super Scientist Awards - standards (botanist)
▪ Inquiry Chart: What do we know about plants? What do we want to know?
o (How can we find out?)
▪ Poetry: Plants Here/There
▪ Observation charts
▪ Portfolios-colored dots, numbers
Input
▪ Graphic organizer
o World Map
▪ add pictures
o Learning Log: What is the most scientific fact you remember?
▪ Pictorial Input Chart: Parts of a Plant
▪ Realia—Observing different kinds of plants
▪ Poetry
▪ Narrative Input Chart
Guided Oral Practice
▪ T-graph – team points “cooperation”
▪ Picture File Activities-habitat, # heads together - one sentence
o sort pictures by environment/choose 1
▪ Personal interaction: What is your favorite food from a plant?
▪ Poetry/Songs/Chants
Reading/Writing
▪ Interactive journal writing – Teacher models
Closure
▪ Home-school connection #1
Day 2:
Focus/Motivation
Share home/school connection
▪ Cognitive Content Dictionary – signal word (habitat)
▪ Review charts with word cards, pictures
▪ Narrative Input Chart
o retell (sequencing)
Input
▪ Pictorial Input Chart: Life-Cycle of Plants
▪ Learning log : What was the most scientific fact you learned ?
▪ Chant:
▪ Comparative Input:
▪ Whole Class Brainstorm
o Plants/things that begin with Aa, Bb. etc.) model
Guided Oral Practice
▪ T-graph processing
▪ Expert Groups (1 – 2)
o Team tasks
▪ Team Color Key
▪ Team World map
▪ Team picture/parts of a flowering plant
▪ Team alphabet book
▪ Poetry/Songs/Chants
Reading/Writing
▪ Writer’s workshop
o Mini-lesson on pre-write
o Author’s chair
Closure
▪ Interactive Journal (lots of modeling)
Day 3:
Focus/Motivation
▪ Cognitive Content Dictionary – signal word (adapt)
▪ Read Aloud: Listen and Sketch
▪ Review w/word bubbles
o Narrative
Input
▪ Narrative story map
Guided Oral Practice
▪ Expert groups – (3-4)
o Team tasks
▪ Cognitive Content Dictionary
▪ Narrative story map
▪ Add to the Walls
▪ Sentence Patterning Chart
o Read
o Word cards – closed/open
▪ Trading Game
o Preparation for Flip chant
▪ 1st add new column/ verb + ing
▪ T-graph for Social Skills
▪ Process grid
o First row subject taught during input
o Heads together
▪ Poetry/Songs/Chants
Reading/Writing
▪ Cooperative strip paragraph
o Read
o Revise
o Edit
Closure
▪ Interactive Journals
Day 4:
Focus/Motivation
▪ Cognitive Content Dictionary - signal word (interdependence)
Guided Oral Practice
▪ Poetry/Songs/Chants
▪ Review all
Reading/Writing
▪ Read the Walls – all around room
o Partners
▪ Poetry Books-everyone
o Ear-to-Ear
▪ Flexible group reading
o Guided Reading
▪ ELD Group Frame (narrative retell)
▪ Here/There Frame (Poetry Booklet) – struggling readers
• Language to literacy format
• read and illustrate booklet
▪ Cooperative Strip Paragraph- average/high readers
• Language to literacy format
• Read and illustrate booklet
o Team tasks
▪ Team Flip Chant
▪ Team Sentence Patterning chart
▪ Prepare for final presentation
o Individual task
▪ Personal Cognitive Content Dictionary with signal word
Closure
▪ Listen/Sketch
▪ Poetry
Day 5:
Focus/Motivation
▪ Cognitive Content Dictionary with Signal Word – (Team Choice)
▪ Process Inquiry Charts
▪ Process Grid
Input
▪ Read aloud
▪ Using World Map: Plants can be problems!
o picture cards
Guided Oral Practice
▪ Poetry/Songs/Chants – Review all
▪ Team action plan
Reading/Writing
▪ Framed inquiry letter home
▪ Reading
o Flexible group reading
o Cross age reading
▪ Writer’s Workshop
Closure
▪ Social action plan
▪ Evaluate unit: What helped you learn?
▪ Jeopardy Game
Little Plant, Little Plant, How Do You Grow? (Big Book)
By Jeana Bayes, Holly Davis, Colette McElligott, Frances Cansler
Little seed, little seed,what do you do?
I am the start of most plants. I grow down into the soil and grow a root.
Little seed, little seed, are you always the same?
No, no, no! I can be big or little; smooth or prickly.
Little root, little root, what do you do?
I absorb water and minerals to feed the plant.
Also, I anchor the plant in the soil so it does not fall down or blow away.
Little root, little root, are you always the same?
No, no, no! Sometimes I am big and strong and sometimes I am thin and fragile.
Little root, little root, where do you live?
Sometimes I live up close to the surface, and other times I live deep, deep in the soil.
Little stem, little stem, what do you do?
I carry the nutrients and water from the roots to the leaves. I hold the leaves and flowers of the plant.
Little stem, little stem, are you always the same?
No, no, no! Sometimes I am a trunk – big and stiff.
Sometimes I am a stalk – soft and flexible.
Little leaf, little leaf, what do you do?
I take sunlight, water, and carbon dioxide from the air to make food for the plant.
This is called photosynthesis.
Little leaf, little leaf, are you always the same?
No, no, no! I come in all different shapes and sizes.
Little flower, little flower, what do you do?
I make seeds for a new plant to grow.
Little flower, little flower, are you always the same?
No, no, no! I come in different shapes and sizes and all the beautiful colors of the rainbow.
Little plant, little plant, are you always the same?
No, no, no! Plants come in all shapes and sizes. The plants that make
flowers are called angiosperms.
The Important Thing About Plants . . .(Big Book—chapters)
By Frances Cansler
The important thing about plants is that people need plants to survive.
Just like you and me, plants live in many different environments.
Some plants live in thick forests.
Some plants live in deserts.
Some plants live in grasslands.
Some plants live in water.
But, the important thing about plants is that people need plants to survive.
The important thing about plants is that people need plants to survive.
Just like you and me, plants have parts that help them grow and survive.
Plants have roots. Roots hold plants in the ground. Roots also absorb water and minerals from the soil to help the plant grow. Roots can store food made by the leaves.
Plants have stems. Stems hold the plants up. Stems also transport, or move, the water and minerals up from the roots.
Plants have leaves. Leaves make food for the plant using sunlight and the water from the roots. This is called photosynthesis.
Many plants have flowers. These flowering plants are called Angiosperms (An gio sperms). Flowers make seeds for new plants.
But, the important thing about plants is that people need plants to survive.
The important thing about plants is that people need plants to survive.
Just like you and me, plants need clean water to stay healthy .
Just like you and me, plants need the right food to grow.
Just like you and me, plants need sunlight to grow.
Just like you and me, plants need clean air to breathe.
But, the important thing about plants is that people need plants to survive.
The important thing about plants is that people need plants to survive.
Plants give us oxygen to breathe.
Plants give us food to eat.
Plants give us shelter that protects us from the weather.
Plants give us material to make clothes to protect our skin.
Plants are used everywhere around us, from medicines to the gas for our car.
Since people need plants to survive ,
what do people need to do to help plants survive?
Narrative Input Jose’s Garden
By Frances Cansler
GROWTH / WEEKS
WEEK 1 (GLASS)
My name is Jose. Grandpa gave me a bean to start for my garden.
I am going to watch carefully and keep a journal of how my plant grows.
I got a large glass and put soil into it. Next I put the bean in the glass and
covered it with more soil. I sprinkled water on the soil.
In a few days the skin on the bean split. A root grew first. It went down into the soil.
Then I saw a shoot grow. It has a little leaf. Grandpa says these are called “seed leaves”.
WEEK 2
The stem pushes the seed leaves up through the soil to the surface.
Now the leaves are opening. It is really a pair of leaves! They absorb
sunlight and, with water from the roots, make food for the plant.
WEEK 8 (POT)
My plant is tall. It has lots of big leaves on a tall stem. Grandpa
says it is ready to plant in the garden. I took my shovel and dug a hole.
I very carefully planted my bean plant.
WEEK 12 (GARDEN)
My bean plant has a lot of flowers on it. Grandpa says the flowers
have nectar and pollen. The bees fly from flower to flower in search
of food and they pollinate the flowers.
WEEK 13
The flowers have died. Now there are little seedpods. Grandpa
told me that only flowers that were pollinated grow seedpods.
WEEK 15
The pods have gotten bigger. Grandpa and I picked one. I opened it.
Inside are some beans, just like the one I planted. I will keep some
beans to plant next year. I will eat the rest!
My
Poetry Book
Name___________________________
Plants Here, Plants There
Plants here, Plants there.
Plants growing everywhere.
Tiny seeds sprouting,
Prickly stems scratching,
Small roots growing,
And red flowers blooming.
Plants under the ocean
Plants on the mountains
Plants over the fence
And plants in my yard.
Plants here, Plants there.
Plants growing everywhere.
By Frances Cansler
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Living Things
(Tune: Army Cadence)
Living things like you and me,
Need some things to grow you see.
People all move around,
Plants all have to stay in the ground.
Both need water, food, and air.
So this world we have to share.
Living…..People
Living…..Plants
Living together, hooray!
Adapted from Living Things
by Karen Hernandez
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I Know a Botanist
I know a botanist,
a very observant botanist,
a very observant botanist
Who studies plants big and small.
Watching plants growing,
Measuring and sketching,
Seeing how plants adapt
When their habitats change.
I know a botanist,
a very observant botanist,
a very observant botanist
And it is me!
By Frances Cansler
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Plants Grow and Grow
(Tune: She’ll be Comin’ Around the Mountain)
The roots absorb water from the ground,
The stem moves the water up the plant,
And the branches take the water to the leaves and the flowers,
And that’s what helps the plant grow and grow!
The leaves absorb the light from the sun,
And take carbon dioxide from the air,
And they make their own food with the green chlorophyll they use.
And that’s what helps the plant grow and grow!
By: Karen Hernandez
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Plant Sound-Off
"Marine Cadence"
I don't know if you've been told,
Plants need many things to grow.
Water, sunlight, and our air,
Will help them grow with great care.
Water--Water
Sunlight--Sunlight
Water, Sunlight...PLANTS GROW!
When fall comes 'round wind blows the seeds,
That come off flowers, trees, and weeds.
In winter they burrow down,
In the soil damp and brown.
Seeds--Seeds
Blown Around--Blown Around
Seeds, Seeds...IN THE GROUND!
When spring arrives up comes a sprout,
Small and green and short and stout.
Its roots will bring it nutrients,
To help it grow for many months.
Water--Water
Sunlight—Sunlight
Water, Sunlight...PLANTS GROW
By Rachel Kerker
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Home-School Connection #1 Name____________________________
Let a family member know that you are beginning to study plants at school.
Look around your house and yard. Sketch and label plants you see.
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Parent signature: ____________________________________________________
Home-School Connection #2 Name____________________________
Tell a family member what you have learned about plants so far.
Talk about the following question:
How do we use plants in our daily lives?
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Parent signature: ____________________________________________________
Comunicación entre la escuela y el hogar #1 Nombre _______________________
Deje que un miembro de la familia sepa que usted está comenzando a estudiar las plantas en la escuela. Mire alrededor en su casa y patio. Dibuje y rotule la planta que mire.
Firma del padre: ___________________________________________________________________
Comunicación entre la escuela y el hogar #2 Nombre _______________________
Diga a un miembro de la familia qué ha estado aprendiendo acerca de las plantas hasta éste momento. Hable acerca de la siguiente pregunta:
¿Cómo usamos las plantas en nuestro diario vivir?
Firma del padre: __________________________________________________________________
EXPERT GROUP # 1 Wheat
How Wheat Begins
Farmers plant seeds in big fields. Before long the seeds sprout.
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Parts of the Wheat Plant
At first the wheat looks like grass, with short stems holding up long green leaves. The roots push deeper into the ground. The stems grow taller and harder.
Each wheat plant has a flower. It doesn’t look like a flower but it is. Inside the flower are new seeds. The seeds, called grain, ripen in the sun. The wheat plants die and turn golden yellow. Now the wheat grain is ready to harvest, or cut.
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How Do People Use Wheat?
Many farmers cut the grain using a large machine called a combine. Some of the seed is kept to plant the next year. The rest is sent to a mill for grinding.
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The grain is ground into flour. The flour is used to make bread, pasta, tortillas, cereal, and chocolate chip cookies. The straw can be used for baskets or hats. Wheat is also fed to animals.
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Interesting Facts: For thousands of years people picked wild wheat instead of growing it. The first noodles were made by people in China, a country in Asia.
EXPERT GROUP # 2 Potato
How Potatoes Begin
Potatoes are short, swollen underground stems called tubers. We eat this part!
Farmers plant seed potatoes in big fields. The tuber stores food to feed new shoots sprouting from the tuber.
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Parts of the Potato Plant
The stems that grow above the ground trail across the ground. Roots from the bottom of the tuber spread out in the soil below. The dark green leaves are thick. The plant can grow three to four feet tall. Potato plants have pink, purple, or white flowers.
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How Do People Use Potatoes?
Potatoes are dug up by big machines called harvesters or by hand with a spade. Some potatoes are kept for “seed” potatoes, to plant the next year. The rest are sold for food.
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Potatoes have lots of vitamins and minerals. They can be baked, boiled, mashed, and French-fried. People also make potato rolls and potato pancakes.
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Interesting Facts:
The potato first came from South America. There are hundreds of different kinds of potatoes.
EXPERT GROUP # 3 Daffodil
How Daffodils Begin
People plant daffodil bulbs in their gardens. Bulbs have a small plant in the middle, surrounded by folded up leaves.
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The bulbs begin to grow in the spring. Roots grow from the bottom of the bulb. A strong stem with long green leaves grow up through the dirt from the top of the bulb. A pretty yellow flower, like a “trumpet” with petals all around, can soon be seen.
After the flower dies, the bulb stores food and water to grow again in the spring.
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How Do People Use Daffodils?
Daffodils are pretty. People like to look at daffodils in their gardens. People plant them in pots by their front doors. People young and old like to pick daffodils to put in a vase or to give to a friend.
When people see daffodils blooming, they know that spring has started.
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Interesting Facts:
Don’t eat a daffodil. It will make you sick. Even wild animals won’t eat this bulb. Some daffodils don’t even have to be planted; they grow wild in the fields.
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EXPERT GROUP # 4 Cactus
How Cactus Plants Begin
Cactus plants or cacti grow from seeds or any part of the cactus plant. They live in many parts of the world. Most of the time they grow wild in the desert. Some can even be found in rainforests and mountains.
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Parts of the Cactus Plant
Cacti like heat and do not need much water. Many cacti have long roots to get water out of the ground. Each plant has a very long thick stem where water is stored.
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Watch out! They don’t have leaves, they have spines or scales. These tell animals not to eat them. Most cacti grow flowers every year. People like to look at the beautiful flowers.
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How Do People Use Cactus Plants?
People travel to deserts to enjoy the looking at the different kinds of cacti. Some people plant cacti in their yards to enjoy.
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Interesting Facts: The Gila Woodpeckers carve out small holes in the trunk of some cactus plants for their homes.
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Process Grid: Plants: Compare and Contrast
|Plant Name |How Plants Begin |Plant Parts (system) |How People Use |Interesting Facts |
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|bean | | | | |
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|wheat | | | | |
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|daffodil | | | | |
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|potato | | | | |
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|cactus | | | | |
Estimado _____________________________,
Esta semana aprendimos acerca de _______________________________________
_________________________________. Aprendí que ______________________________
__________________________________________________________. Otra cosa
interesante que aprendí fue __________________________________________________.
La cosa más importante que aprendí fue _________________________________________
__________________________________________________________________________
__________________________________________________________________________
___________________________________.
Sin embargo, todavía tengo una pregunta. ¿_________________________________
__________________________________________________________________________
________________________________________________________?
Love,
Estimados padres, Fecha: ___________________
Esta semana estudiamos acerca de ____________________________________________
|Mi actividad favorita fue |Cinco palabras importantes |
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|Personaje favorito |Participación positiva |
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| |Todo el tiempo |
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| |Casi siempre |
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| |Algunas veces |
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