Objectives
Concept Introduction Phase:
The student will share displays and
label plant parts: root, stem, fruit, flower, and leaf.
Application Phase: The student will apply the concept
in new situation by creating a salad or salad recipe using each of the plant
parts.
Grade Level
Process Skills:
observing, controlling variables, hypothesizing
Materials:
The poem, Dandelion by Susan Painter
Pantoum poem
guide
Dandelions Thick poster-board paper with a line drew through the middle of
the page
Rubber cement Small bowls or containers
Tomatoes, cucumbers, or squash (pictures or actual)
melons, applies, or oranges (pictures or actual)
Lettuce, spinach, or cabbage
leaves (pictures or actual)
Asparagus or rhubarb (pictures or actual)
Broccoli
or cauliflower (pictures or actual)
Carrots or onions (pictures or actual)
Peanuts, sunflower seeds, pumpkins seeds, beans or peas (pictures or actual)
Masking tape
Newspaper
Estimated Time:
60-80 minutes
Activity Notes
Exploration Phase: Students will read poem and dissect the dandelion (can be done without the use of sharp objects for cutting.)
Only use the Pantoum poem version of the lesson if students are familiar with
its format. Suggest titles for their short story
such as, "My Life as a dandelion" to initiate story/poem creation.
Concept Introduction Phase: Discuss plant parts and labeling using the webpage. Guide
students in labeling the plant
parts on their posterboard only if necessary using the masking tape and marker. Use pictures as well as samples in
describing the different parts of plants.
Application Phase: Students will build a salad. If real fruit and plant parts are used, give clear instructions on how the parts should arrive
in the classroom (precut). If fresh fruits are not desired, use manipulatives such as cutouts from magazines or drawings for salad "recipes" and
perhaps vote on the best salad to be shared at a special activity.
Follow up: Students may vote on the best salad recipe. If appropriate it can be made for the entire class and discussed in terms of the parts used.
Frameworks:
(DESE Science Curriculum Frameworks Addressed
Science K-4 I. Science Inquiry A. Processes of Scientific Inquiry, 2. What students should know: words, pictures, numbers, models, and sounds can be used to describe objects and events. a. What students should be able to do: create communications that describe and compare things in terms of number, shape, texture, size, odor, sound, mass, color, and motion (2:1; 2.4; 2.7)
Science K-4 I. Science
Inquiry A. Processes of Scientific Inquiry, 2. What students should know:
words, pictures, numbers, models, and sounds can be used to describe objects
and events. a. What students should be able to do: create communications that
describe and compare things in terms of number, shape, texture, size, odor,
sound, mass, color, and motion (2:1; 2.4; 2.7)
Science K-4 I. Science
Inquiry A. Processes of Scientific Inquiry 1. The breadth and style of
investigations depend on the questions asked. a. create and refine ideas and
questions about the world by asking for information, making careful
observations, and trying things out (1.1; 1.2; 1.6; 1.7)
Science K-4 III Matter and
Energy A. Properties, Characteristics and Structures of Matter Observable
properties are used to identify objects. a. identify physical properties of
objects and sort according to specific properties (1.3; 1.8; 4.1)
Science K-4 III Matter and Energy A. Properties, Characteristics and Structures of Matter Observable properties are used to identify objects. b. identify physical properties of objects that are detected using the senses (1.3; 2.4; 4.1)
Standards:
(NSES Standards
Addressed)
Grades K-4, Science as
Inquiry CONTENT STANDARD A: ASK A QUESTION ABOUT OBJECTS, ORGANISMS, AND
EVENTS IN THE ENVIRONMENT. This aspect of the standard emphasizes students
asking questions that they can answer with scientific knowledge, combined with
their own observations. Students should answer their questions by seeking
information from reliable sources of scientific information and from their own
observations and investigations.
Grades K-4, Science as
Inquiry CONTENT STANDARD A: PLAN AND CONDUCT A SIMPLE INVESTIGATION. In the
earliest years, investigations are largely based on systematic observations.
As students develop, they may design and conduct simple experiments to answer
questions. The idea of a fair test is possible for many students to consider
by fourth grade.
Grades K-4, Physical
Science CONTENT STANDARD B: PHYSICAL SCIENCE PROPERTIES OF OBJECTS AND
MATERIALS: Objects have many observable properties, including size, weight,
shape, color, temperature, and the ability to react with other substances.
Those properties can be measured using tools, such as rulers, balances, and
thermometers.
Grades K-4, Physical
Science CONTENT STANDARD C: THE CHARACTERISTICS OF ORGANISMS: Each plant or
animal has different structures that serve different functions in growth,
survival, and reproduction. For example, humans have distinct body structures
for walking, holding, seeing, and talking.
Safety
Considerations:
Be cognizant of allergies to flowers, weeds, vegetables, and fruits. Be certain
that students wash their hands after handling dandelions. If using actual food,
be certain that students wash hands before and after creating salad. Select one
group member to gather supplies.
Websites:
www.hhmi.org/coolscience/vegquiz/veggie.htm
References:
Demonstrating the Water Cycle, Science & Children; v37, n5
p16-18. Feb. 2000
Teacher Education Goals:
Goal 1: This lesson is a fun way to formalize something most students have
already encountered.
Goal 3: This lesson plan is a
beginning lesson in which to build for further understanding of plants and the
world around us.
Goal 7: This lesson uses writing and
presentation strategies that will benefit the student in effective
communication in all subject areas.