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Mary Miller

Lesson Plans: Growing Lima Beans (3-5, Science) - 0 views

  • Growing Lima Beans
  • All right guys, if you had fun doing this activity today you can try your own experiment at home. You can do this activity with different types of seeds. You can also do the potato suspended in water as well as the carrot top grown in soil.
    • Mary Miller
       
      An extension for this activity would be to have students who seem to be enjoying it but are moving ahead of the group try the growing experiment with different plants.  These students could then compare the lima bean growth to that of other plants. Students who are struggling, or maybe who have had a plant die could work together in groups and share plants to observe and experiment with. 4.NS.7 Keep accurate records in a notebook during investigations and communicate findings to others using graphs, charts, maps and models through oral and written reports. 4.3.4 Describe a way that a given plant or animal might adapt to a change arising from a human or non-human impact on its environment.
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    This site shows what should be included on student worksheets for this activity, and it also tells you what you should be doing every day for this unit of study.  This allows students to see first-hand the different parts of plants and to observe plant growth as it happens.  I like that it includes both dissection of the seed, or plant embryo, and growth of a plant.  Students should use their science notebooks to record the stages of growth of the plants and to make scientific drawings of what they see.
Mary Miller

Mrs. Caitlyn Teaches * kinder/first autism focus science lesson ... - 1 views

  • autism focus
    • Mary Miller
       
      This activity could be adapted for ELLs and special needs students by showing them on the board or overhead what the completed project should look like.  If they have difficulty reading, it could be hard to know where to put the different labels, but this would be much easier for them if they had an example to look at. K.3.1 Observe and draw physical features of common plants and animals. K.NS.6 Make and use simple equipment and tools to gather data and extend the senses.
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    This is a really cute activity for young students learning about the parts of plants.  It could even be adapted for older students who are learning about the more detailed parts of plant biology (stamen, pistol, etc.) with a little creativity.  I like this activity because it uses tactical elements to create a 3D craft.  It is not simply drawing or coloring a picture.  This is especially good for children who need a more sensory approach to learning, especially those children with autism or asbergers.
Andrew Todd

Getting down & dirty with soils - 1 views

    • Andrew Todd
       
      Adaptations: Activities could be completed alone and not as part of 5 day unit if time did not permit. Experiments could be completed in small groups or modeled explicitly by the teacher.
    • Andrew Todd
       
      Use of graphs and graphic organizers could be varied depending on ability of students.
    • Andrew Todd
       
      Extension: This is a science project heavy on language arts (writing). Allowing ELL students to draw more pictures may make this project more memorable for these students.
    • Andrew Todd
       
      Once students have determined what soil is good for plants, students could test different plant seeds. Compare and contrast what soil works best for different plants.
    • Andrew Todd
       
      Standard: 1.NS.2 - Observe, describe and ask questions about soil components and properties.
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    This is a five day unit for the study of soil. Students will identify different properties of soil through exploration. They will tell which kind of soil is best for plant growth and list supporting reasons. They will document what they learned in a science notebook with diagrams, labels, and descriptive words.
Andrew Todd

Jack and the Beanstalk - Plant a Bean and Watch it Grow - 0 views

    • Andrew Todd
       
      K.NS.3 - Observe living organisms, compare and contrast their characteristics, and ask questions about them
    • Andrew Todd
       
      1.NS.3 - Describe objects in terms of the materials that compose them and in terms of their physical properties
    • Andrew Todd
       
      2.NS.3 - Observe, ask questions about and describe how organisms change their forms and behaviors during their life cycles
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    • Andrew Todd
       
      3.NS.3 - Observe, describe and ask questions about plant growth and development
    • Andrew Todd
       
      Adaptation - This project could be adapted to fit kindergarten through third grade classes as it deals with a central theme throughout the grade levels, which is observation of a living organism with greater depth progressing through the years.
    • Andrew Todd
       
      Extension: Older students could use this opportunity to practice making lab reports for fourth grade. Students could be introduced to the steps of the scientific process. This would incorporate writing as well as the use of science and technology if any part of the report is completed on the computer.
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    Students will plant seeds, watch them grow, measure them with nonstandard objects. In addition, students will describe the bean's growth in a journal and record the growth on a calendar.
Mary Miller

Ecosystem Food Webs - Free Science Lesson/Experiment - 0 views

  • Food Webs
    • Mary Miller
       
      6.3.5 Describe how all animals, including humans, meet their energy needs by consuming other organisms, breaking down their structures, and using the materials to grow and function. 5.3.1 Observe and classify common Indiana organisms as producers, consumers, decomposers, predator and prey based on their relationships and interactions with other organisms in their ecosystem. This activity works really well for all types of learners because it is interactive and involves group knowledge.  For English Language learners, it would be a good idea to not only write the names of the species on the card, but to place pictures of the species on these cards as well.  This will help your ELLs, but it will also add another layer of knowledge for all students because they will start to notice that how the animal looks reflects its place on the food chain.  Animals that are fast and have sharp teeth and claws are probably at the top of the food chain, and plants are near the bottom.
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    This is a group activity to teach students the importance of every part of the food chain.  The students are given role cards to show which species they are in a given ecosystem (the example used is a rainforest).  Yarn, which represents energy, is passed among the students to show how energy moves through the food chain.  This activity emphasizes the importance of every part of the food chain.
Andrew Todd

Make Your Own Fossils | Activity | Education.com - 1 views

    • Andrew Todd
       
      Standard: 3.NS.2 Identify fossils and describe how they provide evidence about the plants and animals that lived long ago and the nature of their environment at that time.
    • Andrew Todd
       
      Extension: Students could create an fossil then research that prehistoric animal. Students could find out when they lived, how common the fossils are, and how they became extinct.
    • Andrew Todd
       
      Adaptation: Students could work together in groups to make fossils if resources were limited. Students might make their own fossils, but then work in groups for the research component. This way the ELL and lower English speaking students could handle the research part of the activity.
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    Fossils are created when something is preserved over many years resulting in an impression or outline in or on a rock. Some fossils are over a million years old! In this fun activity, kids learn how to make fossils of their own, and get lots measurement and fine motor skills practice along the way.
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    I do a similar activity with store bought Play Doh, but these look more authentic and I like the practice with measurement.
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