Plant Parts and Pictures

I.
Benchmark/Standard:
L.OL.03.31 Describe the function of the following plant parts: flower, stem, root, and leaf.
L.OL.03.41 Classify plants on the basis of observable physical characteristics (roots, leaves,
stems, and flowers).
Michigan Merit Curriculum - Visual Arts
ART.VA.II.3.3 Create a composition using the elements of art and principles of design to
communicate ideas.
ART.VA.III.3.5 Discuss how personal experiences influence the creation of art.
II.
Behavioral Objective: Students will display their knowledge of plant
characteristics by creating paper images of flowers with all plant parts. Students will also
practice categorizing plants using their flower images.
Key Parts:
stem
petal
leaf
root
III.
Anticipatory Set: Review students prior knowledge of plant parts by showing
them the model of the flower. Ask students to name and describe the function of separate
flowering plant parts.
Teacher Background Knowledge: A plant is a living thing that traps and uses the
energy in sunlight to live and grow. Plants grow from seeds or spores. There are many
different types of plants: ferns, algae, mosses, conifers, grasses, trees, liverworts, and
flowers. Plants grow in many different habitats around the world and some have certain
structures that help them survive in their environment. Most plants have roots, stems, and
leaves which help them get what they need to survive. Roots take in water, nutrients, and
hold a plant in place. There are two types of root systems. A tap-root system has one large
root with smaller roots branching off (i.e. carrot or radish) and a diffuse root system which
has many slender roots with even finer roots branching off (i.e. flowers).
A stem holds up a plant, and leaves attach to it in order to get sunlight. Water and
nutrients flow up from the roots and through vascular bundles in the stem. The vascular
bundles consist of xylem and phloem cells. Xylem cells carry water and nutrients up to the
leaves and phloem cells carry food made in the leaves to other parts of the plant.
A leaf is the structure where a plant makes food. Plants make their own food
through a process known as photosynthesis. During photosynthesis plants use energy from
the sun to change carbon dioxide and water into sugars, which gives the plant its energy to
grow. During photosynthesis plants also give off oxygen that humans and animals breath.
Leaves are also important because they have tiny holes called stomata, usually on the
underside of the leaf, that take in the carbon dioxide needed for photosynthesis. The
stomata is also the location of transpiration, which is where water exits the leaf and
evaporates into the atmosphere. The cells in leaves have a structure called chloroplasts
that capture sunlight. Chloroplasts have a green pigment called chlorophyll. Chlorophyll
gives leaves their green color by absorbing red and blue light and reflecting green light.

Scientists use the term flower to describe the part on the top of the stem that makes
the seeds or fruit. Botanists classify flowers into two groups, the first being perfect flowers
which contain both female and male parts. This group of flowers can produce seeds
without any assistance. Imperfect flowers contain either the male or female parts. This
group of flowers depends on water, wind, insects, and animals to move pollen from male to
female flowers. The bright colors and scents of a flower are made to attract insects and
animals to help the pollination process. The flower structures generally consist of sepals,
petals, carpels, and stamens (this may vary depending on the flower being perfect or
imperfect). See Figure 1 for additional information. Flowers come in a huge variety of
colors and many produce scents. Humans plants flower gardens to brighten up the
surrounding area and in many cultures flowers are given as gifts to show friendship, love,
or remembrance.

Figure 1. Flower Parts (Parker, 1993)

Resources:

Hackett, K. J., Moyr, H. R., Vasquez, J., Teferi, M., Zike, D., LeRoy, K., Wheeler, F. G.
(2011). Science: A Closer Look Grade 3 (teachers ed.). Columbus, OH: Macmillan/McGrawHill.
Parker, P. (1993). Science Project Book of Plants. North Bellmore, NY: Marshall
Cavendish Corporation.
IV.
Input:
a.
Task Analysis:
i. To engage students and gauge their familiarity with flowers, show Animoto of
flowers and ask them to put their thumb-up if they have seen a flower like this
before.
ii. Begin by getting students engaged in learning the different functions of each
part in a flower by showing them a model of a flower, a variety of pictures of
flowers, and asking questions about what they know about each part.
a.
Do you remember from second grade what you learned about flowers? It can be
anything you remember.
b.
Can anyone tell what the different parts of a flower consist of? ( students will
hopefully list off different parts: petal, stem, root, leaf)
c.
Now that we have listed the parts, can someone come to the board and draw a
stem? Other will come up and draw the petal, leaf, and root.
d.

Roots: The roots of a plant grow in the ground and are responsible for pulling both
water and minerals to the plant. They expand in the ground to increase the surface
area for water absorption. They also anchor the plant into the ground for stability.

Stem: The plant's stem transports the nutrients and minerals through the plant up
to the leaves. The leaves are the location for photosynthesis. After photosynthesis
occurs, the stem is responsible for carrying the food through the rest of the plant.
Stems grow upwards, allowing leaves at the bottom of the plant to reach sunlight for
food production.
Leaf: The leaf is responsible for catching sunlight and allowing both air and water to
enter the plant. Leaves can be simple, with one leaf connected to the plant, or
compound, where a leaf is connected with one petiole but has numerous leaflets on
it. Leaves have veins inside them to allow nutrients and water to flow.
Flowers: Flowers are the part of the plant that is responsible for making the food.
The flower has both female parts, called the pistil, and male parts, called the
stamens. They work together to fertilize the plant and produce seeds. The petals of a
flower attract other insects such as butterflies and bees to the plant to pollinate
them.
e. Read more : http://www.ehow.com/info_8127556_functions-plant-partskids.html
iii. Students will be broken off into 5 different groups of 4-5 students each.
Each of us will break off with a different group and observe/ answer
questions as needed.
iv. Students will have a stack of paper in front of them. The stack will consist of
single colored paper, printed paper, and other types (newspaper, magazines).
v. They will be instructed to each take a few sheets and start tearing them up in to
shreds. Try to make all different shapes and sizes.
vi. From there students will be given a piece of cardstock, glue sticks, and markers.
vii. Now we will instruct the students that they are going to build the model of a
flower using the paper they just tore up. They will glue the pieces on the white
cardstock using the glue stick.
a.
Students are not allowed to use any scissors.
b.
They are able to re- tear a few sheets if they need to adjust them to make a certain
shape. They should try to use what was already shredded earlier.
viii. Students will be given about 25-30 minutes of time to construct their
flower. Whatever is not finished can be finished at home. Students will be given a
plastic ziplock to take sheets of paper home.
ix. At the end of the 30 minutes, students will then take a maker and correctly label
the parts of the flower they just created.
x. When the class is finished, we will come together and do a wrap up of the
functions of each section of a flower.
b.

Thinking Levels (Blooms Taxonomy):

i. Remembering-- Students are asked to recall their knowledge of plant parts
at the beginning of the lesson.
ii. Understanding-- Students will need to be able to explain the
name/location/function of each of the plant parts.

iii. Applying-- Actually creating the plants out of ripped paper will allow the
students to get hands-on ownership of the ideas being taught.
iv. Analysing-- In showing the group their project and explaining the different
pieces will allow them to analyze their own work.
v. Evaluating
vi. Creating
c.
Differentiation/Accommodations
i. Allow more wait time between calling on students answering the
questions and revealing the answers. More time will allow everyone the
opportunity to think through questions and respond.
ii. Group students with lower abilities among students who meet or
exceed grade level to involve all students in discussion and planning when
making and categorizing flower images.
iii. Students may be guided to The Parts of a Plant big book by Debra
Castor for review of plant parts and functions if struggling to create their plant.
iv. Student who complete their paper flowers early can be grouped together,
preferably 6 - 10 students per group, and asked to compare and contrast their
flowers to the flowers their classmates created. The teachers can guide students
to think of different ways they can classify the plants. For example, by color or
number of petals.
d.

Materials:
i. Flower model, projector hooked to computer to show flower Animoto, variety of
colors and types of paper, glue, larger white paper or posterboard
V.

Modeling:
a.
Display the flower model so all students can see the different parts of the flower.
Ask for student to name and describe the parts of the flower. If students can not name
all plant parts, review this quickly before continuing with lesson.
b. Have scraps of paper available to model with students how they will tear up the
paper and glue it on the larger white paper (or poster board).
c.
Remind students they can be creative and original in creating their flower, but
they must include all 4 plant parts in their picture.

VI.

Checking for Understanding:

a.
Continuously monitor and interact with groups while creating flower images. Ask
them about the 4 plant parts as they are making them.
b. Ask students what shapes and lines they are using to create their flower. Ask
students why they are choosing to use certain colors and if those colors relate to a
specific function of the plant..
c. At end of lesson, review with students the 4 plant parts.
Ask students what items they used for categorizing flower images, and have each
groups explain why they chose that item. What else could they have looked at for
comparing flower images?

VII.

Guided Practice:
a.
The teacher will ask opening questions to the students and they will demonstrate
their prior knowledge about flowers. This guided practice will act as a pre-assessment
to the teacher to determine how knowledgeable the students are with the topic at hand.
Can anyone name one of the four main parts of a flower?
Will anyone volunteer to come and draw that part of the flower and label it on
the whiteboard?
Can anyone name another main part of a flower?
Will anyone volunteer to drawn that part of the flower and label it on the
whiteboard?
Can anyone name one of the last two parts of a flower?
Will anyone volunteer to draw that part and label it on the whiteboard?
Can anyone name the last main part of a flower?
Will anyone volunteer to draw this last part and label it on the whiteboard?

VIII.

Independent Practice:
a.students are going to build the model of a flower using the paper they tear
up. They will glue the pieces on the white cardstock using the glue stick. Students
are not allowed to use any scissors. They are able to re- tear a few sheets if they
need to adjust them to make a certain shape. They should try to use what was
already shredded earlier.
b.Students will be given about 25-30 minutes of time to construct their flower. They
must include the main 4 components of the plant in their paper images

IX.

Closure:
a. The teacher will be bringing the class together to wrap up the days lesson.
Student and teacher will go over flower model and the different functions they
produce out loud. Any questions will be answered. If students did not finish project,
they will be able to take materials home to complete outside of school time.
b. If time allows, students will be grouped into 6 - 10 students and asked to compare
and contrast the flowers they created. The teachers can guide students to think of
different ways they can classify the plants. For example, by color or number of
petals.
c. Students complete exit card. They will write down the 4 main parts of plants, and
write down one thing they learned/relearned from todays lesson/class discussion.