Lesson 3 out of 10

Parts of a Plant

Subject Matter research: Parts of a Plant

Part One (Adult Explanation)

Though there are many in the world and many of which look completely different from

one another, all are composed of the same basic elements. These universal structures include

roots, stems, leaves, flowers, and seeds. Each serve distinct purpose and provide important

functions for the plant for survival. The roots, which can either be fibrous or taproot systems,

anchor the plant and relay nutrients found in the soil to the plant to be converted into energy.

Similarly, roots transport the water and nutrients taken from the roots to the leaves which carry

out energy creating reactions, through the use of xylem and phloem cells. The stem also

maintains the plants structural integrity. Leaves can be simple (a single blade connected to a

petiole) or compound (separate leaflets bound by a petiole) and are used as a production plant of

energy where photosynthesis (light, water and oxygen to make glucose/plant food) takes place.

Flowers are not only aesthetically pleasing, but provide a place for fertilization to take place as

the transfer and receiving pollen are essential steps to reproduction. Seeds are individual plant

cells with all they need to survive but are waiting for germination (the process which allows it to

grow). These components make up every plant on the planet.

Part Two (Prior Knowledge)

● · Previous Life experiences: Students will have noticed and encountered plants in their

day to day lives. There are several plants around their classroom, and outside

the front of their building. Using what they see in their everyday lives, the

student will be able to better classify the plants they see every day based on

the elements of the plant that I will describe in my lesson. Furthermore, the
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Parts of a Plant

students will be able to use the appropriate vocabulary when talking about the

vegetation.

● Day One: On the first day of the unit, Anna will be explaining the definition of a plant.

The definition has a lot to do with the components of a plant, the topic I will be teaching

on. Her lesson of what a plant is will be reinforced in my explanation of how a plant

is, as a lot of overlap is covered. For example, in her comparison and contrast

of different looking plants, they all have commonalities that I can address in

my own lesson.

Part Three Future Knowledge

● Day Three: In day three, students will be applying their knowledge of plant parts to make

conjectures on what materials plants need to survive. Knowing what they do about the

parts of the plant and their functions, students should be able to see a parallel between

the parts of the plant and elements needed.

● Day Four: Day four is concerned with the plant life cycle. The mention of seeds and

flowers covered in my lesson will provide sufficient background for the students to

understand how the plant is able to reproduce and continue the species, as both are

integral parts in the process.

● Day Five: Part of the discussion in day five will surround around plants that we eat. The

foods will fall into different plant part categories. Such as the carrots for roots, spinach

for leaves, celery for stems, etc. The concrete examples will tie back into plant

parts and prepare them for the upcoming review day.

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Parts of a Plant

● Day Six: The last day, day six, is largely a review day. For students to be successful in the

oral and game review, they will need to fully understand the concepts discussed in this

lesson as it will be included in the reviewed information.

● Future Learning: As students learn more about energy and cells, they can further examine

photosynthesis which requires the use of roots, stems and leaves in order for

it to take place. The students will need basic understandings of these plant

components and what they do/ how they contribute to energy generation.

Part Four Resources Used

http://www.mbgnet.net/bioplants/parts.html

http://www.scienceforkidsclub.com/plant-structure.html

https://extension.illinois.edu/gpe/case1/c1facts2b.html
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Parts of a Plant

I. Topic: The topic of this third grade lesson is to explore the parts of plants and their

respective functions. Vocabulary should include: roots, stems, leaves, seeds, flowers, and

photosynthesis.

II. Objective: Using correct vocabulary, TSWBAT to identify and explain the parts of a

plant to the full extent covered in class.

III. Standards:PA Science 3rd Grade

A. S.3.B.1.1.1- Identify and describe the functions of basic structure of animals and

plants (eg. animals [skeleton, lungs, heart]; plants [roots, stem, leaves])

B. 4.4.3.C Use scientific inquiry to investigate what animals and plants need to grow.

IV. Teaching Procedures

A. Anticipatory Set- 10 minutes

The teacher will come to the students in a panic, acting a little frazzled and

confused. Before them, the teacher will set out a few items that are plants and

others that are not (maybe some that look like a plant, some that are green, etc.),

and one by one they will ask if it is a plant or not a plant? Then the teacher will

ask the students to turn to their partner and discuss what they think counts as a

plant, why does it count as a plant/ they will call on a few volunteers to share their

peers feedback. This will serve to assess how much they retained from the first

lesson, as well as introducing the idea of commonality through components.The

teacher will then state the purpose/objective for the day: to learn about the parts of

a plant.

B. Development - 10 minutes

The teacher will hold up one plant and as a class, we will fill out what they
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Parts of a Plant

believe the parts of the plants are. After hearing their predictions, the teacher will

fill in any missing gaps and then move into discussion the functions. The teacher

will start with the roots, explaining that they slurp up water and nutrients from the

ground (to remember this we will make slurping sounds over a soup bowl action).

If the students understand the basic function of roots, the teacher will then explain

the difference between a fibrous (flower roots)or taproot (carrot) roots. Then, the

teacher will identify the stems as parts that hold up the plant as well as transport

the nutrients from the roots to the leaves (to remember this we will vroom and

make a runner’s stance). An example of this is a tree trunk. The teacher will then

explain that stems don't necessarily need to be tall and green, they only need to

perform the function needed. Next, the teacher will explain that the leaves act as a

place where photosynthesis takes place they will ask for predictions of what they

think photosynthesis is and then reveal that it is how the plants get energy/food to

survive (to remember this we will all say yumm and pat our stomachs). Lastly, the

teacher will move to seeds and flowers, explaining that they help the plant

produce more plants (to remember these components we will all say aww and

pretend like we are holding a baby (plant)). As the class moves through each part

of the plant, a student volunteer will add a section of the plant to the board. After

the lesson, the class will have a completed picture of a plant.

C. Guided Practice - 5 minutes

The teacher will review the components listed and their functions. They

will begin by going through the plant parts and having the class chorally respond

to the questions with the sounds that correspond to the answer. This will be done
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Parts of a Plant

through a simon says game format. The student will perform the motions/sounds

from above whenever the teacher calls out a part of the plant. They will remain by

their desks standing, and will have a behavior expectation stated before the game.

Independent Practice- 25 minutes

Students will complete a worksheet individually. The worksheet will have

descriptions of plant part functions where the students will need to name what

part the sentence describe. After they have identified the plant part, students

should draw a representation of the plant part. If they finish early, they can draw

multiple representations of the part (ie. if the word is root, students will draw both

a tubular and fibrous root example).

D. Closure- 5 minutes

Students will be shown a variety of plants, with different looking parts of the

plants. Then, they will be asked to TPS with a partner to determine the parts of the

plant. After they have shared with their small groups, volunteers will be called on

to identify the plant parts as a class. These challenges will encapsulate our

identifying plant part skills. To end we will review the objective one more time as

a class, and agree or disagree to see if we met what we set out to do.

V. Materials

● Plant examples

● Non-plant examples

● Large chart/ SmartBoard

● Cut out pictures of the plant parts

● Worksheet
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Parts of a Plant

● Art materials (crayons, markers, colored pencils, etc)

● Examples of non traditional looking plants

VI. Adaptations/ Plan modifications

A. Depending on how quickly or slowly the students grasp the material will indicate

how to review. If the students seem to understand quickly, the teacher will make

the sound and have them tell me the definition. But if the students are having a

harder time the teacher will tell them the definitions and they will have to make

the noise that corresponds to the definition

B. There will be example booklets for students who forgot the directions or for

student who had a hard time focusing for the entire directions. This will be key, as

the teacher mentioned many students had Attention Deficit Disorder.

C. For student who have extra time, there will be a mini diagram on the back of the

flip chart where they must name the components.

VII. Evaluation

A. Formative

1. The responses given from the guided practice will immediately give the

instructor feedback, as to where the class is.

2. The flipbooks, while also allow for further practice, will be a concrete way

to evaluate the students understanding of the lesson

B. Summative

1. At the end of the six day unit, there will be a review game which will

serve as can end of the unit quiz. The information from this lesson will be

incorporated into the gmes questions/responses.

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Parts of a Plant

VIII. Evaluation

A. Where the students able to fully identify and describe the parts of a plant?

B. Where the students fully engaged throughout the lesson?

C. Did I manage my time well and make adaptations when needed?

D. Was the lesson successful? How can I improve this lesson , the next time I teach

it?