NGSS Lesson Planning Template

Lesson # ___2__ in a series of __3___

Grade/ Grade Band: 4th Topic: Grocery Botany
lessons
Brief Lesson Description: Using science process skills (observing, analyzing, identifying, classifying) students will be able to
distinguish and describe different plant parts (roots, stems, leaves, buds, flowers, and fruits) using grocery store plants.
Performance Expectation(s): Students who demontrate understanding can

4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth,
behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart,
stomach, lung, brain, and skin.] [Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal
systems.]
Specific Learning Outcomes: Students will learn:
the parts of the plants.
how to identify each plant part.
how our food originates from plants, and the plant part which we use.
Narrative / Background Information
Prior Student Knowledge:
- need to understand the different plant parts
- need to understnad how plants develop
- need to know the terminology such as stem, leaf,taproot,flower,fruit and seedling.
Science & Engineering Practices: Disciplinary Core Ideas: Crosscutting Concepts:
Developing and Using Models Systems and System Models
Modeling in 35 builds on K2 LS1.A: Structure and Function A system can be described
experiences and progresses to building Plants and animals in terms of its components
and revising simple models and using have both internal and and their interactions. (4-
models to represent events and design external structures that LS1-1),(4-LS1-2)
solutions.
Use a model to test serve various functions in
interactions concerning the growth, survival, behavior,
functioning of a natural and reproduction. (4-LS1-
system. (4-LS1-2) 1)
Engaging in Argument from Evidence
Engaging in argument from evidence in
35 builds on K2 experiences and
progresses to critiquing the scientific
explanations or solutions proposed by
peers by citing relevant evidence about
the natural and designed world(s).
Construct an argument
with evidence, data, and/or
a model. (4-LS1-1)

Possible Preconceptions/Misconceptions:
- a potato is a root
- celery is a stem
- bean sprouts are stems

LESSON PLAN 5-E Model

ENGAGE: Opening Activity Access Prior Learning / Stimulate Interest / Generate Questions:
This activity can be started by asking students questions about plants.
-what is a plant
-what is the process in which a plant goes through to grow
- what was the last plant you sae
-how do humans use plants
-what are some plant parts that you think you know

After having the kids disscuss amongs themselves the questions and answers have them each write down a answer on the board
to get an idea on where they are in the understanding of plant parts.
EXPLORE: Lesson Description Materials Needed / Probing or Clarifying Questions:
Materials needed:
flowers, stem: Broccoli, Cauliflower, Asparagus (flower buds), Cabbage (flower bud), Cactus pad (stem), Artichoke Tuber: Potato
Rhizome: Ginger Root: Radish, Carrot, Parsnip, Turnip, Jicama Fruit: Unshucked Peanut, Sunflower seed, Green bean, Tomato, Red
Pepper, Mango, Pineapple, Prickly Pear or Indian fig.
-pencil
-piece of paper to write observations/predictions

Procedures:
1. Divide class into teams of 3-5 students, depending on the number of produce bags you have prepared. One bag per team.
2. Ask the teams to attempt to name the plants in their bag and group them based on plant part.
3. As students are working, draw a picture of a plant or flower on the board .
4. The following prompts may be used with students as they work in groups to try to name and group the produce. o Why is this a
root? Could this be more than one plant part? What do you know about fruits?
5. After the groups have classified the plants, lead a group discussion. o
6. Select one of the grocery store plants and ask, what is the name of this plant?
7. Next, take the plant and ask, where on the plant diagram should this plant go? Should it be held next to the root, stem, flower,
or leaf?
8. Go through the plants that the students have in their bags in a similar format.
EXPLAIN: Concepts Explained and Vocabulary Defined:

Vocabulary:
botany:the plant life of a particular region, habitat, or geological period.

seedlings:a young plant, especially one raised from seed and not from a cutting

seeds:a flowering plant's unit of reproduction, capable of developing into another such plant.

stem:the main body or stalk of a plant or shrub, typically rising above ground but occasionally subterranean

leaf:a flattened structure of a higher plant, typically green and bladelike, that is attached to a stem directly or via a stalk. Leaves are the
main organs of photosynthesis and transpiration.

fruit:the sweet and fleshy product of a tree or other plant that contains seed and can be eaten as food

ELABORATE: Applications and Extensions:

give students a opportunity to understand what makes up a plant and how the foods we eat have these parts.
this activity gives students the opportunity to practice observation and hyphotesize what they think about the plant in front of
them
EVALUATE:

Formative Monitoring (Questioning / Discussion):

-throughout this activity students will be asked a series of questions as to what makes up a plant.
-they will be evaluated through the botany terminology they use and as to how they can explain why a certain vegetable is a root
Elaborate Further / Reflect: Enrichment:
1. What About Nutrition? Talking about fruits and vegetables can lead to a
discussion on nutrition and health. Healthy nutrition connections can be made with
plants. Think about roots as a source of carbohydrates. What about seeds and nuts?
They are rich in proteins, fats, and oils. Stems provide us with fiber. Fiber keeps our
digestion systems healthy. Fruits contain vitamins such as Vitamin C and minerals
such as potassium necessary to keep our body functioning. Leaves are also a
source of minerals. Think of spinach leaves, kale, and collard greens.

2. Is Starch Found in All Plant Parts? Like the carrot, beet, and sweet potato,
parenchyma cells constitute the bulk of a potato tuber. These cells are replete with
starch granules. Students may test for starch by adding iodine to a raw potato. A
dark purple stain suggests a positive test for starch, a polymer (Gr. polys = many;
meros = part) of glucose (Gr. glykis = sweet; -osis = suffix denoting full of, having
quality of; -ose = in chemistry), a carbohydrate. This can lead to a discussion of
nutrition and testing other plants for starch.

3. Observation and Writing. Using produce that students may be less familiar with
can provide an opportunity for observation and writing. Students could be given a
plant or plant part and asked to describe the plant in writing. For example, they could
observe the color, texture, and parts, measure the size, record the smell, and
possibly note the taste.

4. Food Journal. Have students keep a journal of what they consume over a week.
As a class the journals can be reviewed to see the kinds of plants or plant products
consumed by the class. Students could compare their current diet with that of a
hunter-gathers diet? Can they calculate the calories consumed? How does the number of calories differ? This offers another way to
connect health and nutrition into
a discussion of plants.

Materials Required for This Lesson/Activity

Quantity Description Potential Supplier (item #) Estimated Price