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All Living Things Need Plants
Description:
In this unit, students will learn about plants/trees and will inquire about the ways all living things need plants. Students speak from the point of view of animal and will persuade someone not to cut down their tree.
Link:
All Living Things Need Plants
Author:
archerd
Content Area:
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Grade:
What concepts or procedures are being explained or demonstrated in this lesson object?
Face-to-Face
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Students list what they know and wonder about plants/trees. Teacher records what students share on a K-W-L chart on chart paper in one color.
2. After students watch the Tree Video from Discovery Education, students share new information learned and new questions. Teacher records what students learned and their new questions in a different color on the K-W-L chart Throughout the unit, as students share new learnings and “wonders,” teacher adds them with a different color to the K-W-L chart.
3. Teacher draws a tree on the whiteboard and asks students to label the parts of a tree
4. Students learn the song and movements for the “Parts of a Tree” song (to the tune of “Head, Shoulders, Knees and Toes”).
5. Students create the “parts of a tree craft” with pieces of brown and green construction paper. Students cut and glue labels.
6. “Parts of a Tree” Write the Room
7. Teacher and students bring in parts of a tree (branches, pinecones, bark, pussywillows, leaves, etc). Students observe the parts of a tree and record and label what they see. Student observational drawings are hung up in the classroom.
8. Students visit the woods and notice the parts of a tree.
9. IRAs: The Giving Tree and A Tree is Nice
10: Students list all of the things they get from a tree. Teacher charts on a web on chart paper.
11. “Giving Tree Craft”: Students use brown construction paper folded in ½ (like a card), green crepe paper for leaves and draw 5 things they get from a tree on white index cards. Students glue what the index cards inside of their “Giving Tree.”
12. See-Think-Wonder with flower.
13. Students create “parts of a flower” craft and label.
14. Students observe different flowers with a magnifying glass, record and label what they see.
15. Students plant a seed in a sandwich bag using lima beans and wet cotton balls. Sandwich bags are taped to a window.
16. Students observe their seeds and record and write about what they notice.
17. Students inquire about whether they can eat/have eaten all parts of a plant.
18. Students list different parts of a plant and the foods we eat. Teachers writes student responses on chart paper.
19. Students complete a cut and paste activity and sort foods into which part of a plant they are.
20. During centers, students are given a plate sectioned and labeled with different parts of a plant and a bag of food. Students sort the food in the bag on the plate and record on a recording sheet. Students eat the foods in the bag.
21. Students visit the woods and notice what lives in, on and under trees. After the trip, students share what they notice and collected. Teacher records and tapes/glues found objects to the chart paper and/or students place found objects in the Science Area.
22. IRA: A Log's Life
23. Teacher uses bulletin board paper to create a large tree. Reflecting on their trip to the woods and using information from the IRA A Log’s Life, students create animals and bugs that live in, on and under trees to add to the “tree mural.”
24. Students make a list of animals that live in different habitats.
25. During centers, students match toy animals to their habitats.
26. IRA: The Lorax
27. Students notice and share why the animals and people in the book needed trees and what happened once the trees were cut down.
28. Students learn the term “persuade,” and “reasons,” by analyzing the Lorax and how the Lorax “spoke for the trees,” and tried to convince people not to cut down the trees by providing reasons.
29. Students choose an animal that lives in, on or under a tree in any habitat. Students draw a picture of their animal.
30. Students use a graphic organizer to record the name of their animal, their animal’s habitat and 3 reasons why their animal needs trees.
31. Families are invited for a “Plant Party.” Families bring in foods that come from plants and watch students’ Chatterpix videos.
Online
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Students watch Tree Video from Discovery Education
2. Using the projector, teacher uses the Epic! Books site and reads Trees: A Compare and Contrast Book. Students learn about the parts of and purpose of the parts of trees and about trees in different environments.
3. Students use SeeSaw to draw and label 5 things we get from trees.
4. Using the projector and Epic Books teacher reads parts of The Life Cycle of a Flower.
5. Students use SeeSaw to draw a flower and include a picture of what a seed/plants needs to grow.
6. Students watch Parts of a Plant We Eat on Youtube
7. On SeeSaw students draw a picture of what they ate for breakfast, lunch or dinner. Students identify and label the parts of a plant they ate in their meal.
8. Students learn the term “habitat” and watch a Google Slides presentation about different habitats.
9. Using Epic! Books, teacher projects and reads, The Abc’s of Habitats
10. On SeeSaw, students chose an animal and draw the animal in its habitat with details.
11. Using videos from Symbaloo and Epic! Books! students research why their animal needs trees.
12. Students use the information from their graphic organizer to create a Chatterpix video that persuades someone not to cut down their tree.
What was your experience, both successes and challenges, using this lesson object with your students?
Students enjoy the hands on experiences of engaging with trees/plants (visits to the woods, observational drawings, eating parts of a plant). Students really took on the personality of their animal and had strong reasons why their animal needs trees/why not to cut down the animal's tree.