Lesson Title: Plants, Plants Everywhere

Grade Level: K Quarter: 4th

Standards:
Science
S5P3. Students will investigate the electricity, magnetism, and their relationship.
b. Determine the necessary components for completing an electric circuit

S5L3. Students will diagram and label parts of various cells (plant, animal, single-celled, multi-celled).
b. Identify parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell
(membrane, cytoplasm, and nucleus) and determine the function of the parts.

Lesson Essential Question: Vocabulary:

What do plants need?
How do plants take in water? Roots Similar
What are the major parts of a plant? Photosynthesis Different
Leaves Ideal
Stem
Petals
Soil

Lesson Materials: Lesson Assessment:

Grass seeds
Soil Student Notes
Celery Teacher Observations
Food coloring
Clear plastic cups
Water
Spray bottle
STEM Challenge Overview:

Students will plant grass seed to see how plants grow in different environments.

Teacher Background:
You have been learning about plants. Students will dig deeper to find a better understanding of plants needs
and how each part of the plants works. Students should have already put their celery stalks in colored water to
show how plants take in water.

Prep: Large Butcher paper already cut and plastic cups labeled with the students names.

INSTRUCTION
1. Ask/Engage

Draw simple design of a plant. Have students review quickly by naming all the parts of the plant.
 Watch the video-Parts of a Plant https://jr.brainpop.com/science/plants/partsofaplant/

Show two different plants and talk about how they are different and how they are similar

2. Imagine/Brainstorm

Discuss the challenge and assign groups-4 students per group

Challenge:
You are an expert botanist. Your challenge is to discover how to best grow grass (your plant).
Your team will need to decide how much soil you will need, how many seeds you think you need to plant
to get the most grass to grow in your cup and how much water are you going to give your plant to start.

Groups need a team name and place their team name on their plant cups
Show students their materials that they are working with
Take a quick survey of where kids see plants growing best at home, at school, and anywhere else they
see plants.
3. Plan/Design
Each student will present their ideas to their team.
Teams will collaborate and decide on a final design plan.
Students draw and label their final design plan and make a list of needed supplies.
Build their design according to their plan.

4. Create / Test
Student teams will then gather their materials and begin to assemble their plants as they designed it.

5. Evaluate/Improve and repeat Steps 1-5 (if times allows)

Students evaluate their design for success. They will keep a journal to document the growth of their seeds. Are they
seeing any sprouts? Why do they think their plant is growing the best or why do they think it is not growing at all?
6. Integration of Other Subjects

Writing: Informational Writing

Students will write an information piece on the needs of plants.

Math: Build a flower:

Students will roll two dice adding the dice together. Depending on the number rolled the students will
draw a part of the plant. Students will do this taking turns. The first student to draw a complete flower wins
the challenge.