FC: Parts of a Plant
1: Welcome to my Mixbook technology project! The following pages are examples of work that students might create and publish following the directions of my Plant lesson plan found at the end of this Mixbook. Technology is a powerful motivator for students. They can create projects that are aesthetically pleasing that can be published to share with other students, family, and friends. In addition to being viewed on the Web, a Mixbook creation can be printed out as a hard copy book that can be housed in the classroom, presented to the school library, or purchased by parents and guardians as a keepsake of their students work.
3: Roots The roots help provide support by anchoring the plant and absorbing water and nutrients needed for growth. -Johnny Smith
4: Stems carry water and nutrients taken up by the roots to the leaves. These are called xylem cells. Phloem cells move the food. -Sarah Rock
5: Stems also provide support for the pant allowing the leaves to reach the sunlight that they need to produce food. -Mike Low
6: Leaves are made to catch light and have openings to allow water and air to come and go. The cuticle is the outer waxy layer that protects the leaf. Veins carry water and nutrients within the leaf. -Jenny Lee
7: Leaves are the site of the food making process called photosynthesis, which is the process where carbon dioxide, water and light energy are changed into glucose. This is the source of food used by most plants and supplies oxygen to other forms of life. -Chris Hall
8: Flowers are important in making seeds and have same basic parts. The female part is the pistil. It is usually in the center of the flower and is made up of three parts: the stigma, style, and ovary.The male parts are called stamens and are made up of two parts: the anther and filament. - Sally Rowe
9: During the process of fertilization, pollen lands on the stigma, a tube grows down the style and enters the ovary. Male reproductive cells travel down the tube and join with the ovule, fertilizing it. The fertilized ovule becomes the seed, and the ovary becomes the fruit. -Nicole Thomas
10: Petals are another important part of the flower. They help attract pollinators such as bees, butterflies and bats.. - Megan Hardy
11: In conclusion: plants need water, nutrients and sunlight to develop all of their healthy parts. -Ethan Miller
12: On the next page is an example of a plant lesson plan you could use in your classroom before creating this Mixbook.
13: MixBook Lesson Plan SECTION ONE Author: Lauren Reed Email Address: email@example.com Semester Created: Fall 2009 LESSON OVERVIEW Title: Parts of a Plant Brief Description: The students will be able to list and explain the parts of a plant and each one of their functions. ESSENTIAL QUESTIONS/GENERALIZATIONS: The student understands that there is more to a plant than just its appearance. They will understand all of the different parts of a plant and exactly how they work and what each parts role is in providing for the overall plant. ENGAGING QUESTION/SCENARIO: We will start off the lesson by putting a flower in a vase of water and add food coloring to the water, we will slowly watch the pedals turn the color of the water. I will then ask the students how they think that happened. I will tell them we are going to learn about the different parts of a plant and that will better explain how the pedals were able to change colors. SUBJECT AREA(S) (Put an X by all relevant subject areas.) ___ Math __X_ Science ___ Reading ___ Writing ___ Social Studies/History ___ Foreign Language ___ Art ___ Music ___ PE ___ Information and Technology Literacy GRADE LEVEL (Put an X by all relevant grade levels.) ___ Kindergarten ___ Grade 1 ___ Grade 2 _X__ Grade 3 ___ Grade 4 ___ Grade 5 ___ Grade 6 ___ K-12 Elementary ___ K-12 Middle ___ K-12 Secondary ___ Secondary DETAILED LESSON DESCRIPTION Standards, Benchmarks, Student Learning Targets (use all that apply as related to the “Big Idea” you are addressing) GLE #1: The SWBAT identify the major organs (roots, stems, flowers, leaves) and their functions in vascular plants (GLE Science, Living Organisms, Strand 3 Characteristics and Interactions of Living Organisms, Concept D-Grade 3) (Performance Standards 1.1, 1.4, 1.5, 1.8, 2.1, 2.2, 2.4, 4.1, 4.6) GLE #2: The SWBAT describe the basic needs of most plants (i.e., air, water, light, nutrients, temperature) (GLE Science, Living Organisms, Strand 3 Characteristics and Interactions of Living Organisms, Concept A- Grade 3) (Performance Standards 1.1, 1.4, 1.5, 1.8, 2.1, 2.2, 2.4, 4.1, 4.6) GLE #3: The SWBAT describe and sequence the stages in the life cycle (for a plant) of seed germination, growth and development, reproduction, and death (i.e., a flowering plant)( GLE Science, Living Organisms, Strand 3 Characteristics and Interactions of Living Organisms, Concept B- Grade 3) (Performance Standards 1.1, 1.4, 1.5, 1.8, 2.1, 2.2, 2.4, 4.1, 4.6) STUDENT ASSESSMENT: Student assessments will include constructed response answers written in their journals. Also self-assessments will be made when they are creating their Mixbook. Observations will also be made when they observe the flower in the food coloring and when they draw what their plant looks like every day as it grows. Self-assessment also takes place when they label all the parts of their plant after it grows. PERFORMANCE ASSESSMENT CRITERIA COLLABORATION The librarian is involved by letting us donate it to our library. LESSON IMPLEMENTATION Length of Unit: 7 days Prerequisite Skills: Students must be able to read, write and have knowledge of computer skills. ACCOMMODATION OPTIONS ELL/IEP Students: If a student needs assistance they will be able to work with a partner and create a page together. Assistive Technology Needs: If a student needs assistive technology needs I will help them design their Mixbook page. MANAGEMENT/ORGANIZATION TIPS Some suggestions I would have for others would be to make sure the students know how to operate a computer and are capable of navigating themselves around the Mixbook website. Also make sure you are available for questions, because they are more than likely going to have some. MATERIALS AND RESOURCES REQUIRED FOR UNIT Materials needed will be a flower, food coloring, large pieces of paper to make a KWL chart as a class, a book about plants, computers, and internet. TECHNOLOGY Web-based resources Mixbook UNIT PLAN FLOW CHART/TIMELINE Day 1: We will start off the lesson by taking a flower and putting it in water and adding food coloring to it. I will ask the students what they think is going to happen and they will all make predictions of what they think is going to happen to the flower in the food colored water and write it in their plant journals. I will ask some of the students to share what their predictions were. Day 2: We will check on our flower and the students will see that the flower pedals changed color and now they are the color of the water. I will ask the students how they think this happened. They will give me reasons as to why they think it happened and we will right them on the board. I will then ask them if any of them predicted what happened. I will go on to explain why exactly the pedals changed colors. I will tell them that the stem carries nutrients to the flower in order for it to grow, so when the colored water traveled up into the flower to give it its nutrients, the dye in the water also changed the colors of the petals. Each student will then get an empty cup and fill it with dirt and they will all get to plant a seed. We will place them on the window ceil and every day we will water them and check on them and the students will draw what their plant looks like each day in their plant journals. Day 3: We will read a book about plants and all of the different plant parts that make up the whole plant or flower. We will make a KWL chart to start off with, and we will all fill in the K part of the chart as a class on what we know about plants. We will then discuss ad fill in what we want to learn about plants in the W column of the chart. I will read the book to the class and they will take notes in their journals as I read. They will list all of the interesting facts they learned about plants as I was reading. We will then fill in the L part of the chart as a class; each student will share one thing they learned from the book to add to the chart. We will check on our plants and water them and each student will draw what their plant currently looks like. We will fill out a research sheet together as a class on the different parts of a plant. Day 4: We will check on our plants again, and this time after drawing what their plant looks like in their journals, each student will label the different parts of the plant that have been produced. They will also list all of the things a plant needs to grow successfully. We will then make a list as a class of what a plant needs to grow. Day 5: I will show them an example of a Mixbook. I will tell the class that we are going to be making one as a whole. I will show them several different examples and let them know that they will each be getting to design their own page. I will let them know that we are going to design the front cover as a whole class, but they will each get a specific plant part to research and make their very own page over. I will tell them to start brainstorming what they might what their page to look like and what plant part they might want to research. Day 6: I all assign every student a plant part and plant function. They will then begin to research their plant part. We will design the cover as a class. The students are then allowed to ask any questions they may have about Mixbook and I will guide them through on how to make a page. Then one by one they will get to use the computer to design their specific page. They will continue taking turns making their pages. Day 7: The class will continue to make their pages until every student has gotten to design their own page. After the book is made, we will go over it as a class and make sure that there are no spelling errors and that it looks the way we want it to. Day 8: We will have our book published and we will get to present it to our school library.