hooray for plants1

Hooray for Plants!

Jessica Davis

ECMT 6030

Summer, 2009

Unit Overview

Unit Title: Hooray for Plants!

Content Area: Science and Social Studies

Targeted Grade Level: First Grade

Hooray for Plants! is a thematic unit designed to integrate science and the social studies.

Students will learn the essential requirements, parts, and goods made from plants.

Students will also learn about scarcity as it relates to farming commerce.

Academic Standards:

Habits of Mind

S1CS5. Students will communicate scientific ideas and activities clearly

b. Draw pictures (grade level appropriate) that correctly portray features of the

thing being described.

The Nature of Science

S1CS7. Students will understand important features of the process of scientific inquiry.

Students will apply the following inquiry learning practices.

d. Much can be learned about plants and animals by observing them closely, but

care must be taken to know the needs of living things and how to provide for

them.

Life Science

S1L1. Students will investigate the characteristics and basic needs of plants and animals.

a. Identify the basic needs of a plant

1. Air

2. Water

3. Food

4. Shelter

b. Identify the parts of a plant – root, stem, leaf, flower

Economic Understandings

SS1E1. The student will identify goods that people make and services that people provide

for each other.

SS1E3. The student will describe how people are both producers and consumers.

Unit Goals:

The student should:

1. Understand that all plants have basic requirements imperative for growth and survival.

2. Know that plants are made up of different parts.

3. Develop an understanding that people are both producers and consumers of plants.

4. Recognize the difference between goods made from plants, and those that are not.

Unit Objectives:

The student will:

1. describe the basic requirements of a plant such as air, food, and water.

2. be able to name the five different parts of a plant, including the root, stem, leaf,

flower, and seed.

3. identify five goods or items that are made from plants such as, furniture, shampoo, or

edible items.

4. describe orally why people are both producers and consumers of plants.

5. their plants grow

Enduring Understandings:

The student will understand that:

• in order for a plant to survive, it must receive proper air, food, and water.

• the five different parts of a plant include the root, stem, leaf, flower, and seed.

• many goods are made from plants such as furniture, shampoo, and edible items.

• that farmers, gardners

Essential Questions:

• What does a plant need to grow and survive?

• What are the different parts of a plant?

• What are some items that are made from plants?

• Who grows plants?

• Do we eat plants?

Essential Vocabulary

• Root – underground part of a seed plant body

• Stem – main trunk of a plant

• Leaf – lateral outgrowth from a plant stem

• Flower – part of a plant that bears reproductive organs

Instructional

Day

Date

Instructional

Topic

Instructional

Time

1

2

3

4

5

Schematic Map

Unit Pre-Assessment


Teacher: Jessica Davis, Armstrong Atlantic State University

Grade Level: First Grade

Assessment Objectives:

The student will:

• Orally list the basic requirements of a plant

1. Air

2. Food

3. Water

• Orally name the parts of a plant

1. Root

2. Stem

3. Leaves

4. Flower

5. Seed

• Orally give examples of goods made from plants

Procedures:

1. Students will orally list the basic requirements of a plant

2. Students will orally list the parts of a plant

3. Students will write down three examples of goods made from plants

Pre-Assessment

Students Name___________________________________________________________

Basic Plant Requirements Plant Parts Items Made From Plants

Lesson One: We all have needs.




Subject: Plants

Time Frame:

Relevance: This lesson is designed to introduce students to plants. It will also teach

students the basic requirement needed for plant growth and survival.

Academic Standards:

The Nature of Science

S1CS7. Students will understand important features of the process of scientific inquiry.

Students will apply the following inquiry learning practices.

d. Much can be learned about plants and animals by observing them closely, but

care must be taken to know the needs of living things and how to provide for

them.

Life Science



1. Air

2. Water

3. Food

4. Shelter

Objectives:

• Using materials provided, students will follow the teachers instructions to plant a

seed

• Using a handout, students will be able to list the basic requirements needed for

plant growth and survival with 85% mastery


• Soil – material in the top layer of the surface of the earth in which plants can grow.

• Seed – a small hard fruit

• Survival – the continuation of life or existence.

Materials/Equipment:

• 20 paper cups

• 1 bag of potting soil

• 1 scoop for soil

• VIDEO

• Goldish, M., & Powers, T. (1989). How Do Plants Get Food (Real Readers).

Chicage: Heinemann Library.

• Plant Requirements handout

Procedures:

Introductory (30 minutes)

1. Use a KWL chart to find out orally what students know and want to know

about plants.

2. Ask questions including:

• What is a plant?

• Where do plants grow?

• Do any of you have plants at home?

• Can you eat plants?

3. Read the book How do Plants Get Food aloud and discuss the basic

requirements needed for the growth and survival of plants (water, soil, air, light,

time).

4. Introduce the idea that plants are living things just like them, so they need

someone to take care of them.

5. Discuss what or who else needs to be taken care of. Ask questions including:

• Do dogs have requirements? What?

• Do babies have requirements? What?

(this teaches the concept of the interdependence of living things on earth)

Instructional Activity (40 minutes)

1. Watch video http://www.fastplants.org/intro.lifecycle.php#menu

2. Tell the students that “today we are going to grow our own plants by planting

seeds in cups filled with soil!”

3. Pass out individual paper cups to each student. (cups will pre-labeled with

students name on the bottom)

4. Circulate the room with the potting soil and let each student take one scoop of

soil and drop it into their cup.

5. Remind students to be careful with the soil and do not dump cup.

6. Follow this by giving each student 2 Fast Plant seeds and have them insert it

into the soil.

7. Finally, circulate the room with a watering can and allow students to water

their new seed.

8. Explain that water is one of the most important requirements for a seed to

grow into a plant.

9. After all seeds have been watered, have students carefully take their cups and

place them on the table by the window.

10. Explain to the students that in about 2 days, we will see the seed sprout.

11. Pass out handout on plant requirements.

12. Have students list the five basic requirements for the growth and survival of a

plant.

Closing (15 minutes)

1. Use the same KWL chart as in the introductory and ask the students what they

have learned during this lesson.

2. The teacher should ask:

• What are the requirements for a plant?

• Now that we have planted our very own seeds, what

do you think will happen next?

Evaluation

Pre-test

• The KWL chart will allow the teacher to find out what the student knows

and wants to know about plants. This should be done orally and as a

whole class activity.

Post-test

• Using handout, students will list the basic requirements discussed in class,

needed for plant growth and survival with 85% mastery.

Accommodations

• Teacher will assist students with the planting process as needed

• Teacher will give extra time for students to complete handout on plant

requirements as needed.

Enrichment Activity

• Students may take 2 more seeds home to plant with parent or guardian.

• If child chooses this activity, he/she must document the growth of the

plant and discuss with class

Sources

• Ideas adapted from: http://www.fastplants.org/intro.lifecycle.php#menu

• Vocabulary from: http://www.merriam-webster.com/

Students Name___________________________________________________________

Please list the 5 basic requirements for the growth and

survival of plants.

1.______________________________________________

2.______________________________________________

3.______________________________________________

4.______________________________________________

5.______________________________________________

Lesson Two: Plant Parts




Subject: Plants

Time Frame:

Relevance: This lesson is designed to identify the parts of a plant.

Academic Standards:

Life Science



1. Air

2. Water

3. Food

4. Shelter

b. Identify the parts of a plant – root, stem, leaf, flower

Objectives:

• Using pre-cut felt plant parts, students will correctly label the parts of a

plant with 85% mastery.

Essential Vocabulary:

• Root – the underground part of a seed plant body

• Stem – the main trunk of a plant

• Leaf – the lateral outgrowth of a plant

• Flower – the part of a seed that bears organs

• Seed – a small hard fruit

Materials/Equipment

• Stevens, J. (1995). Tops & Bottoms (Caldecott Honor Book). New York:

Harcourt Children's Books

• Potted plant

• Celery stick

• Food coloring

• Cup filled with water

• Power Point Presentation

• 20 Pre-cut felt plant parts (5 parts total)

• 20 felt sheets

• Radio with CD player

• Copy of Plant Parts Song

Procedures:


1. Read Tops and Bottoms and talk about different roots and stems of common

vegetables (carrots, celery).

2. Using the potted plant provided, gently tap the soil from the bottom of the

plant to expose the roots.

3. Circulate the room so that all of the students can see, touch, and smell the

roots.

4. Place a few drops of food coloring in a cup filled with water.

5. Take celery stick and place it in the colored water.

6. Show the students how the colored water is traveling up the stick.

7. Explain that this is what will happen to our seeds when they grow roots.


1. Watch Power Point video about the five different parts of a plant.

2. As teacher goes through each slide, describe each plant part in detail and ask

the students questions.

3. As questions while holding up the provided potted plant including:

• What is this part? (pointing to the leaf)

• How does the water get all the way to the leaf? (through roots and then

stem)

4. After Power Point presentation, pass out pre-cut plant parts and felt sheet to

each student.

5. Ask students to remember what they have learned during this lesson and place

the plant parts in their appropriate place.

6. Circulate the room for questions.


1. Have students get out of their seats and form a circle.

2. Play Plant Parts Song for Students

3. Remind them that the tune is from the Farmer in the Dell. This may allow

them to catch on quicker.

4. After learning song, have students get out their classroom journals.

5. Ask each student to retrieve their cup to see if there is any change in the soil.

6. If so, have them write or draw a description of what they see.

7. Be sure to tell them to write DAY # 2 on top of page.

Evaluation:

Pre-test

• The teacher will orally ask students about their knowledge of plant parts.

Post-test

• Visually, the teacher will observe the felt plant parts activity to ensure

85% master of the identification of the parts of a plant

Accommodations:

• The teacher will give extra time for students to complete felt plant parts

activity as needed

Enrichment Activity:

• Have students make up their own song using the parts of a plant

• Encourage them to use a familiar tune

• Give examples of such: Mary had a Little Lamb, Itsy Bitsy Spider, Row

Row Row Your Boat, etc.

Sources: Ideas adapted from:

• http://www.mrsjonesroom.com/songs/plantparts.html

• celery idea given to me from Jennifer Chan of T.G. Ritch School in Jesup,

GA


RootsRoots

StemsStems

LeavesLeaves

FlowersFlowers

FruitsFruits

SeedsSeeds

The Plant Part Song

Tune: The Farmer in the Dell

written by Mrs. Jones

The seed makes a plant.


With soil and rain and sunny days,


The roots find the water.




The stem holds it up.




The leaves make the food.




The flower makes the fruit.




The fruit holds the seeds.




Lesson Three: That comes from a plant??




Subject: Plants

Time Frame:

Relevance: This lesson is designed to teach students about all different items that are

made from plants and plant parts.

Academic Standards:

Habits of Mind

S1CS5. Students will communicate scientific ideas and activities clearly

b. Draw pictures (grade level appropriate) that correctly portray features of the

thing being described.



for each other.

Objectives:

• Using student’s classroom journals provided, students will correctly identify items

that are made from plant materials with 85% mastery


• Raw Materials – processed material that can be used to create a new useful

product

Materials/Equipment

• Student’s classroom journals

• Discovery Streaming Video

• Handout on household items

• Paper

• Piece of wood

• String

• Rope

• Pillow case

• Box filled with items from home

o Wooden spoon

o Napkins

o Hand soap

o Toothbrush

o Can of black beans

o Puzzle

o Silver fork

o Glass jar

Procedures:


1. Use a KWL chart to find out orally what students know and want to know

about items made from plants.

2. Ask questions including:

• Is anything in your house made from a plant?

• Is anything in this classroom made from a plant?

3. Watch Discovery Streaming Video: Raw Materials (Plants and Clothing,

Building Materials and Fuel)

4. Pass the items mentioned in the video around the room

• Paper

• Piece of wood

• String

• Rope

• Pillow case

5. Have children touch and smell these items

6. Discuss the word raw materials and its definition

• Processed material that can be created into a new product.


1. Tell the students that we are going to play a game

2. Have students break up into groups of 3 or 4

3. Take out box filled with household items.

• Wooden spoon

• Napkins

• Hand soap

• Toothbrush

• Can of black beans

• Puzzle

• Silver fork

• Glass jar

• Bottle of lotion

4. Explain that we are going to work in small groups to try and determine if the

items in the box are made from plants or not.

5. Pass out handout for this activity

6. One-by-one, hold up the item and ask the students to determine, in groups

whether or not the item is made from plant materials.

7. After each item, discuss why or why not.

8. Talk about labels on some bottles. Explain that a lot of things in their

bathroom have pictures of fruit or plant leaves on them, and that would indicate

that there is plant material somewhere in that item.


1. Ask students to return to their regular sheet and take out their journals.

2. Ask students to write or draw 5 items that are made from plant materials that is

in their home.

3. Be sure to tell them not to include any item that we discussed in during this

lesson.

4. Use the same KWL chart as in the introductory and ask the students what they

have learned during this lesson.

5. Tell students that it is time to check on their seedlings again.




Evaluation:

Pre-test

• The KWL chart will allow the teacher to find out what the students knows

and wants to know about items made from plants.

Post-test

• Using classroom journals, the student will list 5 items that are made from

plant materials from their home with 85% mastery.

Accommodations:

• The teacher will allow extra time for students to complete the journal

assignment if needed.


• Students may bring items from home that are made from plant materials

and discuss their knowledge with the class

Sources:


Group Work Sheet

Made from plants

Not made from

plants

Wooden spoon

Napkins

Hand soap

Toothbrush

Can of beans

Puzzle

Silver fork

Glass jar

Lesson Four: Who grows plants, you grow plants?




Subject: Plants

Time Frame:

Relevance: This lesson is designed to teach students the difference between producers

and consumers

Academic Standards:



for each other.

SS1E3. The student will describe how people are both producers and consumers.

Objectives:

• Using classroom journals, students will identify 4 items that people make

and sell to others with 80% accuracy.

• Using information learned during lesson, students will orally determine

the difference between a producer and consumer with 100% accuracy


• Producers – one that grows agricultural products

• Consumers – one that utilizes economic goods


• Discovery Streaming video

• Student’s classroom journals

Procedures:


1. Watch Discovery Streaming video Producers and Consumers, Goods and

Services


1. Discuss the difference between producers and consumers.

2. Explain that producers are the people that make goods including furniture,

houses, buildings, boats, etc., which are all made from plant materials

3. Ask students what else producers might make.

4. Ask students if their parents or anyone else they know is a producer. If so, ask

them to share what it is that they produce.

5. Next, discuss consumers.

6. Explain that consumers are people who buy goods.

7. Ask students what kinds of goods their families buy.

8. Be sure that students understand that without producers, consumers would not

be able to buy anything. Also, without consumers, producers would have no

reason to make goods.

9. Ask students to take out their journals.

10. Ask them to write down or draw 4 items that people make and sell to others.


1. Orally, ask students at random what the difference between producers and

consumers is.

2. Additionally, ask students why.





Evaluation

Pre-test

• Using a KWL chart, the teacher will be able to orally evaluate the students

knowledge about producers and consumers

Post-test

• Using classroom journals, students will give examples of 4 items that

people make and sell to others with 80% mastery

Accommodations:

• Teacher will give extra time for students to give examples of items that

people make and sell to others if needed


• Students are encouraged to find people at home who are producers. It can

be family, friends, and neighbors. Students can share what these people

make and who they sell their goods to

Source: Ideas adapted from:

Vocabulary words from: http://www.merriam-webster.com/dictionary/consumer

Lesson Five: To the farm we go!




Subject: Plants

Time Frame:

Relevance: This lesson is designed to give the students an understanding that sometimes

people have to make choices on what to buy because of scarcity.

Academic Standards:

SS1E2. The student will explain that people have to make choices about goods and

services because of scarcity

Relevance: This fieldtrip is designed to show students in person a local farm. Students

will be able to speak to a real farmer about what happens to his crops if they do not

receive enough water.

Objectives:

• Using the oral information given at Poppell’s Farm, students will describe

what happens when there is a drought.


• Drought – a period of dryness especially when prolonged


Procedures:


1. Tell students to line up in the hall.

2. Get students to the bus that will take them to Poppell’s Farm

3. Remind students of the rules that we have already discussed when going on a

field trip.

Instructional (45 minutes)

1. When we arrive at Poppell’s Farm, remind students to stay quiet and to pay

attention to Mr. Poppell.

2. Mr. Poppell will take the students on a tour of the farm, including the

watermelon patches, strawberry fields, and corn fields.

3. Mr. Poppell stresses the importance of rain.

4. The students are shown examples of plants that have had little or no water in

several days. Explain that when this happens, Mr. Poppell (who is the producer)

can not take his fruits and vegetables to the market for the consumers to purchase.

5. Have the students thank Mr. Poppell for taking us on a tour of his farm

6. Line the children up for the bus back to the school.

7. Back at school, children take their seats in the classroom.

8. Have transparency pictures ready for viewing on the white screen.

9. Ask the students to recall what they learned at Poppell’s Farm.

10. Ask questions regarding:

• What they saw

• What kinds of fruits and vegetables were growing

• Did they look like they had enough water

• Ask what happens to some plants when they do not get enough water.

11. Show transparency pictures and ask which field will produce crops that can

be taken to the market

Closing (20 minute)

1. Have students give hypothetical scenarios about what would happen if they

went to the grocery store with their parents or guardian.

2. Be sure to tell them that there had been no rain for several weeks before they

went.

3. Ask them what items at the grocery store they might not see a lot of or any at

all.

4. Ask students to take out their classroom journals

5. Ask them to write or draw pictures of the items that might be scarce.





10. Have students compare their plants with other classmates.

11. Discuss who’s plant is taller or greener.

Evaluation

Pre-test

• Using a KWL chart, the teacher will be able to orally evaluate the

student’s knowledge about a drought.

Post-test

• Looking at the students journals, note the words or drawings that were

properly identified as items from a grocery store that would be affected by

a drought.

Accommodations:

• Parents will be asked to volunteer to accompany the class to Poppell’s

Farms.

Enrichment:

• Encourage students to speak to the local grocery store manager

(accompanied by parent or guardian) about any products that may have

recently been affected by lack of water. Ask students to share what the

store manager says.

Sources: Ideas adapted from:

Vocabulary words from: http://www.merriam-webster.com/dictionary/consumer

Unit Post-Assessment




Assessment Objectives:

The student will:

• Orally list the basic requirements of a plant

1. Air

2. Food

3. Water

• Orally name the parts of a plant

1. Root

2. Stem

3. Leaves

4. Flower

5. Seed

• Orally give three examples of goods made from plants.

• Orally give the clear difference between a producer and a consumer.

• Orally describe what happens when crops are not provided with enough water.

Procedures:

1. Have students orally list the basic requirements of a plant

2. Have students orally list the parts of a plant

3. Have students orally give three examples of goods made from plants

4. Have students orally tell the difference between a producer and a consumer

5. Have students orally describe what happens when crops are not provided with enough

water.

***Use teacher rubric for scoring

Post- Assessment Rubric

Student Name____________________________________________________________

1

Student

answers little

2

Student

answers some

3

Student

correctly

answers all

Totals

Plant

Requirements

Plant Parts

Goods Made

from Plant

Parts

Difference

Between

Producer and

Consumer

Understands

Idea of Scarcity

due to Drought

Resource File

Brown, K. (1978). Jack and the Beanstalk. New York: Derrydale.

Target Audience: Ages 4-8

Application: The story of Jack and the Beanstalk, retold by Kay Brown and illustrated by

Gerry Embleton, tells a story of a poor boy, Jack, who sells the family’s last cow for a

few beans. Jack plants the beans and when the seeds turn into a giant plant that grows

taller than the clouds, he can not resist climbing it. He finds a castle at the top and the

woman of the house lets him in. During his visit, Jack steals a golden-egg-laying hen and

brings it home with him. He visits the castle two more times. After successfully stealing

a bag of coins, Jack finally gets caught trying to steal a harp. The Giant of the house runs

after the boy, but Jack makes it down just in time to chop down the beanstalk. This book

will allow students to get an understanding of how seeds turn into plants as well as teach

a language arts lesson. This book will be used to teach students about fiction and fairy

tales.

Fern. (2009). In Compton’s by Britannica, Retrieved June 19, 2009, from Encyclopedia

Britannica Online School Edition: http://www.school.eb.com.proxygsu-

arm1.galileo.usg.edu/elementary/search?query=plant+life+cycles&ct=&x=13&y=

7


Application: This webpage consists of information about the life cycle of a fern. A

teacher can reference this webpage when he/she wants to use the fern as a specific

example of how a plant starts from a seed and eventually grows into another fern.

Gibbons, G. (1991). From seed to plant. New York: New York. Holiday House.

Children’s Books.


Application: This book discusses several different plants and the different seeds that

make them. All of the different parts of a plant are discussed in detail. Pollination and

how weather and animals spread seeds onto the ground is also described in an elementary

way. This would be a great start to a life cycle lesson.

Goldish, M., & Powers, T. (1989). How Do Plants Get Food (Real Readers). Chicago:

Heinemann Library.


Application: This book fits perfect with the concept of the interdependency of living

things on Earth. It gives great detail to the requirements that a plant needs to survive. A

teacher can use the brilliant illustrations to show what happens when a plant does not

receive enough water or sunlight.

Hawley, M., Scherer, J., Stack, G., & Wolford, R. (2009). The Great Plant Escape.

Retrieved June 20, 2009 from http://urbanext.illinois.edu/gpe/


Application: This is a webpage that a group of teachers put together dedicated to plant

life. This lesson is full of activities to learn everything there is to know about plants. A

first grade teacher can utilize one or two of the first in these lessons to teach about the

lifecycle, requirements, and parts of a plant. Teachers in higher elementary grades can

also reference this lesson for information on different seeds and how plants make other

plants.

Hershey, D. (2001, December 5). What type of plants are used in everyday household

products? Message posted to http://www.madsci.org/posts/archives/2001-

12/1007533814.Bt.r.html

Target Audience: All ages

Application: This is a website that contains all kinds of science information. More

specifically, the above message that is posted describes numerous household items that

are made from plant materials. A teacher can incorporate this information when teaching

a social studies lesson that is focusing on economics. A student can learn that the

furniture in his home is made from trees. Students may also be surprised to learn that the

shampoo, soap and lotion that he uses also comes from plant materials.

Selsam, M. E., & Hunt, J. (1978). A first look at the world of plants. New York: Walker

And Company.


Application: This book gives information about the difference of several plants. It gives

phonetic examples throughout as well as games for readers to learn about plants. A

teacher can use the puzzles and the games to enhance the students ability to classify

different plants.

Life Cycle. (2009). In Compton’s by Britannica, Retrieved June 19, 2009, from

Encyclopedia Britannica Online School Edition:

http://www.school.eb.com.proxygsu-arm1.galileo.usg.edu/eb/article-

9048202?query=plant%20life%20cycles&ct=


Application: Britannica Online School Edition is a fantastic website for teacher to

reference about the content they are teaching their students. It contains basic as well as

detailed information of everything imaginable. The referenced webpage consists of

detailed information about the life cycle of a plant. Teachers can utilize this while pre-

planning to be sure as to not leave out information that a student is sure to ask about.

Miller, C. C. (2007). Disgusting Plants (That's Disgusting!). Mankato: Capstone Press.


Application: The author of this book took a different approach to teaching about plants.

The illustrations, text, and chapter names are semi-racy with the attempt to keep interest.

The book tells about plant life and the dependency of animals and insects to it. The

author cleverly wrote a glossary of terms at the end of the book as well as other

references that compliment her writings. This would be a great anticipatory set (or hook)

to get children’s attention when beginning a lesson about plants.

Pearce, F. (1991). Big Green Book. New York: Grosset & Dunlap.

Target Audience: 4-10

Application: This book would be a great resource for concept development or concept

formation when planning a lesson about plants. It discusses ideas about the solar system,

the atmosphere, human impact on Earth, water, trash and the concept of recycling,

damaging the rainforest, the greenhouse effect, and global warming. This is a great

example of interdependency.

Photosynthesis. (2009). In Compton’s by Britannica. Retrieved June 19, 2009, from

Encyclopedia Britannica Online School Edition:

http://www.school.eb.com.proxygsu-arm1.galileo.usg.edu/comptons/article-

206514?query=photosynthesis%20reactions&ct=


Application: Fabulous website for teachers, K-12. This particular webpage is dedicated

to the process of photosynthesis. It includes information using scientific terms about the

beginnings of seed germination through the end of a plants life. Students can use this

website for research if they are to complete a project about plants. Teachers may also

utilize the information on this page as either a review of the content to be taught or to

learn unknown information.

Pidwimy, M. (2006). Fundamentals of Physical Geography, 2nd

edition. Retrieved

June 18, 2009 from http://www.physicalgeography.net/fundamentals/9b.html

Target Audience: All Ages

Application: This website is dedicated to teaching about science. The posted webpage

deals with the classification of organisms. Teachers can reference this page during pre-

planning to gain information on this subject that may be asked about in class. The

information may also be used just before or at the beginning of a lesson for concept

development or concept formation.

Plant. (2009). In Compton’s by Britannica. Retrieved June 18, 2009, from Encyclopedia

Britannica Online School Edition: http://www.school.eb.com.proxygsu-

arm1.galileo.usg.edu/comptons/article-

206607?query=plant%20classification&ct=


Application: Britannica Online School Edition as well as the printed books contain

valuable information for teachers and students alike. There are numerous articles dealing

with plants and plant life. The posted webpage gives basic information about plant

classification for a teacher to review when teaching a lesson about plants. This is a

wonderful website for any teacher to keep in their resource file.

The Franklin Institute. (TFI). (2009). Individuals. Retrieved June18, 2009 from

http://www.fi.edu/tfi/units/life/anatomy/anatomy.html


Application: The Franklin Institute contains resources for learning about science. The

posted webpage contains information that could be used by a teacher as a concept

development or concept formation strategy. The content discusses basic to intermediate

knowledge about anatomy and physiology. It describes cells and cell formation as well

as the multiple cells of a plant.

The North Carolina Department of Agriculture and Consumer Services. (NCDACS).

(2009). Ag’s cool cotton. Retrieved June 21, 2009 from

http://www.ncagr.gov/agscool/commodities/cotonkid.htm


Application: The North Carolina Department of Agriculture and Consumer Services

(NCDACS) is a website dedicated to the needs and concerns of North Carolina’s

agribusiness. The posted webpage gives detailed information about the production of

cotton. A teacher can reference this website when teaching a lesson about plants. She

can use the information provided to devise an activity, using cotton plants to illustrate

topics about plant life cycles, goods made from cotton plant parts, and a basic lesson

about commerce (dealing with farmers). In south Georgia, cotton plants are easily

accessible for “show and tell.”

The United States National Arboretum. (USNA). (2009). State trees and state flowers.

Retrieved June 25, 2009, from

http://www.usna.usda.gov/Gardens/collections/statetreeflower.html


Application: The United States National Arboretum is a website that is linked to the

United States Department of Agriculture. This website is dedicated to all things growing

in the ground. It is a great resource for students to look at when researching plants, trees,

or flowers. A first grade teacher can utilize it for information about scientific or common

names of plants. It also contains information about state trees and flowers.

Vermaas, W. (2007). An introduction to photosynthesis and its applications. Retrieved

June 18, 2009, from

http://photoscience.la.asu.edu/photosyn/education/photointro.html


Application: This webpage is part of the Arizona State University website. The article

posted contains basic information about photosynthesis as well as accompanying pictures.

Teachers can utilize this website when pre-planning a lesson on plants. The photos

provided show the actual electrons of a cell forming into a plant. There are also drawings

of the photosynthetic process.

Additional Bibliography

Dictionary and Thesaurus - Merriam-Webster Online. (n.d.). Retrieved July 14, 2009,

from http://www.merriam-webster.com/

Fast Plants® : Fast Plant Life Cycle. (n.d.). Retrieved July 12, 2009, from

http://www.fastplants.org/intro.

Jones. (n.d.). Mrs. Jones - Sing Along: The Plant Part Song. Retrieved July 14, 2009,

from http://www.mrsjonesroom.com/

hooray for plants1

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