Plants

Brooke Ingram 4th Grade Seeds Lesson 1: http://lesson.taskstream.com/lessonbuilder/v.asp?LID=agf0cbf8e5elfmzu Lesson 2: http://lesson.taskstream.com/lessonbuilder/v.asp?LID=fhfezgzmzdzqzmzf Lesson 3: http://lesson.taskstream.com/lessonbuilder/v.asp?LID=frckzdf0cphqzhfk

Rachel Parkes 5th Grade Plants

What comes from a plant and what does not? http://lesson.taskstream.com/lessonbuilder/v.asp?LID=uuhcfrhbzafpzhfa

Vascular vs. Non Vascular http://lesson.taskstream.com/lessonbuilder/v.asp?LID=kqzvhgfxhefpzhfa

Ashley Hughes Kindergarten Plants and seeds

Lesson 1: [] Lesson 2: [] Lesson 3: []

Courtney Wolfe Kindergarten Plants and Seeds

Link to my lessons: [|Plants and Seeds]

Angela Lavrinc Topic: Anatomy of a flower Grade: 6

Each lab pair will receive a labeled picture of one part of the flower (male and female parts!). They will be asked to look in their science books, the informational books I provide, and examine the real flowers with hand lenses to complete a "Who am I?" paragraph in their science journals. They are to include the function of their flower part, what it looks like and where it is located. Their paragraph will end with the question, "who am I?" Then, each lab pair will be asked to read their "Who am I" paragraph to the class. Students at their desks will be encouraged to look through their books to identify which flower part the pair of students is describing. When the correct answer is given, the pair will label the large flower on the bulletin board and we will add one significant fact we can remember the part by (ex: the stigma is sticky). The students will add these labels and significant facts to their flower diagram workheets. If time permits, all lab groups will share their paragraphs.
 * Science Concept: || Anatomy of the flower ||
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 * Driving Question: || How do the parts of a flower relate to one another in terms of their functions? ||
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 * Grade/Level: || 6 ||
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 * Learning Outcomes: || Students will be able to identify and evaluate the anatomy of flowers. ||
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 * Summary: || Students will begin class by observing their plants. They will chart growth and a variety of other characteristics (plant health, number of leaves, etc.)

labeled pictures of flower parts students' science activity books and journals informational books on the anatomy of plants flower anatomy handout real flowers hand lenses || ENGAGE: || After their plant observation, I will ask the students when they expect to see flowers on their plants (given the estimated growth time of Brassica flowers, they can expect to see them the following week). || Their findings will be collected in paragraph form (they will be asked to identify the function, what it looks like, and where it is located on the flower). ||
 * Materials needed:**
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 * EXPLORE: || Students will be researching information about their flower part and its functions in their textbook and other informational books. I will also provide real flowers for students to examine, touch, and pick apart.
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 * EXPLAIN: || Students will explain what they have found in their "Who am I" paragraphs. Through the resources I provide, they will be able to construct scientific explanations in their own words. ||
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