1
Emily Smith
11-14-07
Bio 306
Yummy Plant Parts!
Science Standards:
Grade 3
Life Sciences 3a: Students know plants and animals have structures that serve different functions in growth, survival, and reproduction.
Life Sciences 3b: Students know examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands.
Grade 4
Life Sciences 2a: Students know plants are the primary source of matter and energy entering most food chains.
Introduction:
Students will understand the structure and function of roots, stems, and leaves. They will be given various fresh vegetables and be able to identify the parts of the plant by looking at an entire plant or part of a plant. Students will find similarities and differences amongst all of the vegetables. They will understand the importance of plants for animals’ (humans’) existence.
Materials:
- Various market-fresh vegetables such as uncut carrots, radishes, celery, broccoli, potatoes, sweet potatoes, spring onions, brussel sprouts, asparagus, beets, leeks, ginger, lettuce, parsley
- Magnifying glass
- Paring knife (for teacher’s use)
- Vegetable worksheets
Procedure:
1. First the teacher will discuss with the students the four organs that are found on plants: roots, stems, leaves, and flowers.
2. Then describe the structure and function of each organ to the students. Be sure that the external and internal structures are described. Visuals of each organ should be provided for the students to see.
3. Next the students will pick a plant and brainstorm a unique characteristic or adaptation of each plant organ, based on its habitat. Have them think about all the habitats that plants live in, such as deciduous forest, desert, ocean, freshwater, tropical rain forest, tundra, or grasslands.
4. Students then develop an explanation as to why the plant they chose is able to survive with a particular adaptation. (Climbing roots, food storage roots and stems, tendrils in vines, and carnivorous plants could all be possible examples). Students should describe the relationships between each of the plant organs and the environment.
5. Either as a class or in small groups, have the students observe, and classify from a dissected number of examples of plant organs that have been obtained from the supermarket (vegetables).
6. Students should observe each vegetable provided by describing both its external and internal structure in detail, determining what plant part the vegetable represents, and describe the plant function. The students will be provided a worksheet that they can include all of the information they find on each vegetable.
7. Then after the students have completed their worksheets, discuss with the students the observations they found.
Discussion Questions:
1. Which plant parts were easy to identify and which were difficult?
2. What vegetables contained more than one plant organ?
3. What plant organ do you think you eat the most? Is it a root, stem, leaf, or flower?
Extensions:
1. Create a salad bar with an assortment of plant samples and have students label the organs of each. Then when they are finished, invite the class members to enjoy and eat the vegetables!
2. Have students plant four seeds facing different directions in a Petri dish near a light source. Each seed should be planted right side up, root facing down. The four seeds should be facing north, south, east and west. Support the seeds with filter paper, paper towel, or cotton balls, and water the seeds well. Observe the seed growth over the course of a week. Record the stem growth and root growth from each seed.
Resource:
Cahill, Mary C. “Yummy Plant Parts.” Lesson Plans Library. Discovery Education.
11 November 2007.
Vegetable Worksheets
CARROTS
Plant Part: ______
Plant Function: ______
Describe Internal Structure: ______
______
Describe External Structure: ______
______
BROCCOLI
Plant Part: ______
Plant Function: ______
Describe Internal Structure: ______
______
Describe External Structure: ______
______
POTATOES
Plant Part: ______
Plant Function: ______
Describe Internal Structure: ______
______
Describe External Structure: ______
______
ASPARAGUS
Plant Part: ______
Plant Function: ______
Describe Internal Structure: ______
______
Describe External Structure: ______
______