Title of Lesson: Plant Part Lunch
Subject: Life Science- Plants
Grade level: 1st
Teacher: Amber Hall and Abigail Montessi
Objective(s): (APS 4)
By the end of the lesson, the students will be able to list at least one food that we eat for each of the following plant parts: roots, stems, leaves, flowers, fruits, and seeds.
SCSDE Curriculum Standard(s) Addressed: (APS 4, 6)
Standard 1.L.5: The student will demonstrate an understanding of how the structures of plants help them survive and grow in their environments.
1.L.5A.1 Obtain and communicate information to construct explanations for how different plant structures (including roots, stems, leaves, flowers, fruits, and seeds) help plants survive, grow, and produce more plants.
- Students must be able to distinguish between different plant parts (roots, stems, leaves, flowers, fruits, and seeds.)
Materials/Preparation: (APS 6)
- A variety of foods that represent the parts of a plant:
- Roots: carrots, turnips, beets, sweet potato
- Stems: asparagus, celery
- Leaves: spinach, cabbage, lettuce
- Flowers: broccoli florets, cauliflower
- Fruits: peaches, apples, tomatoes, grapes, strawberries, cucumbers
- Seeds: nuts, peas, beans, corn, pumpkin seeds, sunflower seeds
- (Bolded foods- the teacher needs enough of these for each student to make a plant on the “I can eat a whole plant! worksheet)
- A chart to write in where each food belongs
- I can eat a whole plant! worksheet
Procedures: (APS 4, 5, 6, 7, 8, 9)
- Introductory Activity: To open, the teacher will discuss what foods we eat with the class. She will ask what kinds of foods we eat, what kinds of foods are healthy, and ask if students know where these foods come from. The teacher will then read “Seed, Soil, Sun: Earth’s Recipe for Food” by Cris Peterson. The book shows how seeds are planted and then grow into the food we eat. It also shows what the seeds need to grow (water, sun, soil, etc.)
- Main Activity: For the main activity, the teacher will show different foods to the class and they will discuss which parts of the plant the foods are. They will organize them into a chart that has columns for the different parts (roots, stems, leaves, flowers, fruits, and seeds.) The students will then all be given an “I can eat a whole plant!” worksheet along with carrots, spinach, celery, broccoli, and sunflower seeds. They will then arrange the foods on the worksheet to make the plant.
- Closure: To end, the teacher will ask the students if they can think of other foods that could be added to the different columns of plant parts. The students will be invited to taste the different foods on their page as wel as the other examples of foods that the teacher brought in.
Assessment: (APS 3)
- The students will be given a sheet with each of the following listed: roots, stems, leaves, flowers, fruits, and seeds. They will be asked to write at least one example of a food that we each beside each category.
Adaptations and Accommodations: (APS 6, 7)
- For less advanced students, the teacher can limit the number of categories to two or three instead of discussing all six.
- For students who are more advanced, they can construct their plant out of any foods they choose instead of just the broccoli, celery, spinach, sunflower seeds, and carrots.
- The teacher needs to be mindful of food allergies in the classroom and not bring in any foods that a student is allergic to.
Follow-up Lessons/Activities: (APS 7)
- To build on the lesson and follow the state standards, the next lesson can discuss what the different parts of the plant do to help the plant survive.
- The teacher can challenge students to bring a healthy lunch packed with as many plant parts as possible. Students can get creative and bring a PB&J sandwich, for example, which has nuts (seeds) and jelly (fruit.)