Objectives:

Students will be able to:

1. Identify plant parts, where seeds come from and how they
grow.
2. Determine what plants need to survive
3. Recognize how plants are a benefit to people and our planet.
 Parts of the tree
axil - the angle between the upper side of the stem and a leaf, branch, or
petiole.

axillary bud - a bud that develops in the axil.

flower - the reproductive unit of angiosperms.

flower stalk - the structure that supports the flower.

internode - the area of the stem between any two adjacent nodes.

lateral shoot (branch) - an offshoot of the stem of a plant.

leaf - an outgrowth of a plant that grows from a node in the stem. Most leaves
are flat and contain chloroplasts; their main function is to convert energy
from sunlight into chemical energy (food) through photosynthesis.

node - the part of the stem of a plant from which a leaf, branch, or aerial root
grows; each plant has many nodes. Label the two lower nodes (the first and
second nodes) on the plant diagram.
 Parts of the tree
root - a root is a plant structure that obtains food and water from
the soil, stores energy, and provides support for the plant. Most
roots grow underground.

root cap - a structure at the ends (tips) of the roots. It covers and
protects the apical meristem (the actively growing region) of the
root.

stem - (also called the axis) is the main support of the plant.

tap root - the main root of some plants; the tap root extends
straight down under the plant.

terminal bud - a bud located at the apex (tip) of the stem.

Terminal buds have special tissue, called apical meristem, consisting
Simple Leaf
External
Anatomy
Diagram

axil - the angle between the upper side of the stem and a leaf or petiole.
lamina - the blade of a leaf.
leaf apex - the outer end of a leaf; the end that is opposite the petiole.
midrib - the central rib of a leaf - it is usually continuous with the petiole.
petiole - a leaf stalk; it attaches the leaf to the plant.
stem - (also called the axis) the main support of the plant.
stipule - the small, paired appendages (sometimes leaf-life) that are found at
the base of the petiole of leaves of many flowering plants.
vein - one of the many vascular structures on a leaf. Veins provide supports for
the leaf and transport both water and food through the leaf.
Activities:
What is a seed?
1.  Look inside a seed.
A. Soak a lima bean in water over night. Use a hand lens to examine the
outside of the seed. Try to peel off the seed covering. Split the seed in
halves. Look for the parts showing the chart. Draw the bean. Write
the names of the parts of the seed.

Students will look inside seeds to discover the beginning of a plant, and will
discuss elements that plants need to grow.

Objectives:

Students will look inside a seed to discover the beginning of a plant

Students will discuss elements that are important for plants to grow - air,
water, food
Materials:

beans; soak in water overnight

magnifying glasses
illustration of lima bean with baby plant inside
divide children into cooperative groups, if desired
Part 2 - ziploc bags, wet paper towels
Plan:
Motivation:
How does a plant begin? Ask students for thoughts and predictions. How does a
seed turn into a plant? Tell them that scientists make predictions and study
things to find answers to their questions. Today you are going to be a scientist.

Activity:
Give each student a seed, lima bean, that has been soaked in water so it is easier
to open. Show them how to open the seeds carefully. (They fall apart, so you
must be gentle!) Ask students to see if they can find out how a seed turns into a
plant. After looking on their own, have them help friends find out why. Have
them talk about it with their groups as they look. Make sure every child sees a
baby plant.

Closure:
Come back to the carpet and have students discuss their conclusions. Show the
illustration of the parts of a seed including the baby plant, seed coat, and plant
food.

Extending the Activity:

Now that we know where a plant begins, can it grow where we left it? What does
it need to grow? What are some things that you need to grow? Water, food,
sunlight - we don't know for sure, so we are going to be scientists again to find
the answer to our questions.
 Parts of the
seed

embryo - developing plant still inside the seed. The embryo has cotyledons
(embryonic leaves), a root cap, a food source and a plumule (shoot).
hilum - the scar on a seed coat at the location where it was attached to the
plant's stalk during development
micropyle - the small pore in a seed that that allows water absorption
root (hypocotyl) - the part of the stem of a sprouting plant that is above
the root and below the stalk of the cotyledon (seed leaves)
seed coat (testa) - seed coat is the outer, protective layer covering the
seed
seed leaf (cotyledon) - the embryonic leaf within a seed
plumule - the shoot of a embryo
cotyledon - (also called seed leaves) the embryonic leaf within a seed. Dicots
(plants like the bean plant above) have two cotyledons.
first true leaves - the first two leaves of the plant that emerge from the
cotyledon. These leaves are the first to begin the process of photosynthesis.
hypocotyl - the part of the stem of a sprouting plant that is above the roots
and below the stalk of the cotyledons.
primary root - the main, thick part of the root (and the first part to grow).
secondary root - small roots that grow from the primary root
seed coat - the outer, protective layer that covers the seed. It is shed after
the bean sprouts.
Sprouting
bean -
Germination
Science Activities - Plant

Germination (From Seed to Plant )

Plant beans, lentils or grass seeds in a small container

and let your children watch them grow. Bean seeds
will germinate in damp cotton wool, which makes the
stages of germination easy to observe.

Place one bean in a dark cupboard for a few days and

let the children see what happens. Stop watering
another one and observe the results.
Seeds come in all shapes and sizes.
2.  Most plants come from seeds. Display seeds that come from all kinds
of plants: acorns, poppies, carrots, lettuce, rice, watermelon, nuts, etc.

A. Measure the bulk of different kinds of seeds. Do an estimating activity

allowing the children to guess which seeds will fill more of a small cup.
(Sunflower, watermelon and marigold seeds are great for this project
because they are easy to handle).

B. Some seeds grow from other plant parts (tubers). Onions makes parts
that turn unto bulbs and new plants. The bulbs are the part we eat. Show
the children some of the foods that we eat that are bulbs. (potato, onions
etc.)

C. Show the children a lunch box and a peanut. Ask them what the two
things have in common. Explain that the shell of the peanut is the box and
the inside is the lunch.

D. Create seed collages.

E. Roast pumpkinseeds.
How do seeds travel?
3.  The wind, animals (bury and or deposit seeds by their droppings) are just
some of the ways seeds travel.
C. Have the children take off their shoes and then go on a hike around the
school or park. When you get back to class, have the children examine their
socks to see what kind of seeds are stuck to the socks.

What do seeds need to grow?

4. Lead a discussion by starting with "What do children need to grow?" 
Then, ask the students what they think plants might need.

A. Sprout a seed in a jar/clear plastic cup with wet paper towels. A bean
seed works great for this.

B. Put some of the seeds in a windowsill to sprout. Put others in a dark

corner. Discuss with the children, which of the seeds they think will grow
the best. Check and show the children periodically.

C. Have the children estimate how long it will take the seeds to germinate.
Chart the growth of the seedlings after they sprout. Plant them in the
soil when they become too large for the jar. I have potted them in the
past, and made houseplants out of them.
Discuss the job of the root system.
 
A. Pass around enough straws and paper cups for each child.

B. Tell the children they are the plants and the straws are the roots.
This is a great explanation for the next experiment.

C. Bring in celery or a carnation and show the children the power of the
roots.

D. Add colored water to a glass with the celery/carnation in it, and

watch for the next few days as the celery/carnation changes colors.
You might pre-start one to show what will happen.

E. Let the children pantomime plant growth.

Plant Parts We Love to Eat.
People and animals eat the fruits of some plants and the seeds of some,
and the leaves of others. Chart on the chalkboard the different parts
of plants that people can eat. Then let the children fill in as many
foods that they can think of. Imagine a world without plants. What
would we eat? Write a story.

People Need Plants.

E. What benefits do people and animals get from plants? Let the
children brainstorm the many 'things' we get from plants. Fibers,
food, medicine, wood, fuel, paper, etc.

F. B.  Have the children fold a blank piece of white art paper into eight
squares. Let the children illustrate eight different things they know
we get from plants.

G. Graph all the items that the children have put on their charts. Tally
which items are the most common, unusual, etc.
The Flower:

The flower is the reproductive unit of some plants (angiosperms). Parts of

the flower include petals, sepals, one or more carpels (the female
reproductive organs), and stamens (the male reproductive organs).

The Female Reproductive Organs:

The pistil is the collective term for the carpel(s). Each carpel includes an
ovary (where the ovules are produced; ovules are the female reproductive
cells, the eggs), a style (a tube on top of the ovary), and a stigma (which
receives the pollen during fertilization).

The Male Reproductive Organs:

Stamens are the male reproductive parts of flowers. A stamen consists of
an anther (which produces pollen) and a filament. The pollen consists of the
male reproductive cells; they fertilize ovules.
Parts of a flower

Pick a flower, like a petunia, which has easily identifiable parts and
teach your children about pollination.
Talk about the role of insects and pollination. Get a book on this topic
if you don’t have one.
Fertilization:
Pollen must fertilize an ovule to produce a viable seed. This process is
called pollination, and is often aided by animals like bees, which fly from
flower to flower collecting sweet nectar. As they visit flowers, they
spread pollen around, depositing it on some stigmas. After a male's
pollen grains have landed on the stigma during fertilization, pollen tubes
develop within the style, burrowing down to the ovary, where the sperm
fertilizes an ovum (an egg cell), in the ovule. After fertilization, the
ovule develops into a seed in the ovary.

Types of Flowers:
Some flowers (called perfect flowers) have both male and female
reproductive organs; some flowers (called imperfect flowers) have only
male reproductive organs or only female reproductive organs. Some
plants have both male and female flowers, while other have males on one
plant and females on another. Complete flowers have stamens, a pistil,
petals, and sepals. Incomplete flowers lack one of these parts.
What your Preschooler will Learn by Pressing Flowers and Leaves:
The various parts of leaves
The various parts of flowers
How to dry flowers and leaves to preserve them for always
What you will Need for a Nature Book:
Leaves and flowers
A phone book or another heavy book
Tissue paper or parchment paper
Construction paper
Glue
Sheet protectors
3 - ring binder
What To Do:
Step one: Go for a walk with your preschooler and have them collect
attractive leaves and flowers. If the weather is poor, go to a local
indoor garden, hothouse or arboretum.

As your preschooler collects the flowers, point out the different parts—
the petals, the anthers (the inside fuzzy looking bits,) the stigma (the
vase shaped inside), the stem and any pollen. Point out that flowers start
off as buds and over time gradually open into flowers. Teach your
preschooler that flowers contain the tiny seeds that will grow new plants.
Explain the different parts of a leaf. Point out the blade (the main part
of the leaf) and the veins. Teach your preschooler that leaves help the
plant get sunlight and air that they need to grow big and strong.
Step two: After you and your preschooler have collected enough leaves
and flowers, you’ll want to press them between two pieces of tissue
paper or parchment paper. You can put several leaves and flowers
together to use the same piece of tissue paper, but try not to let the
flowers and leaves touch.
Step three: Put your tissue paper between the pages of your heavy
book. Leave your book alone for a week to ten days.
Step four: After a week or ten days, take your tissue paper out of the
book. Your flowers and leaves should be perfectly dried out and ready
for your greeting cards.
Step five: Have your preschooler glue the flowers and leaves onto your
construction paper. Write down the common names of the plants
beneath the pressed flowers and leaves
Step six: Slide the pages into sheet protectors
Step seven: Arrange the sheet protectors in a 3-ring binder your
preschooler has decorated.
Step eight: Have your preschooler continue to add to it. 
TEACHER NOTES
Science Information
Shadows are formed when opaque objects come between a light source
and the 'ground'. The relative position of the sun or light source
affects the direction of the shadows it forms.

Lesson 1 Opening Activity: What is a shadow? Brainstorm ideas and

record for Future reference. Investigate shadow outside.
Lesson 2 Design and make shadow puppets from light card and Popsticks.
Locate a light source to use. What happens to the shadow when shapes
have been cut out inaccurately. How can you include features such as eyes,
teeth and colour?
Investigate shadows at regular intervals during the day; trace around
object eg the shadow of a child / bottle / stick on a stand, at each timed
interval. Note the changes in size, shape and position. Record one smaller
example (eg. Bottle) on paper, marking the time intervals of each tracing.
Discuss findings. Knowledge and understanding of shadow puppets. Safety
issues when using light sources (eg. To not stare directly into the sun).
Lesson 3 Investigating Tasks: Can you find shadows inside? Discuss the
object and light source (ie. External light, fluoros, spotlight). Use an
overhead projector to investigate shadow making using hands and/or other
objects, and with the light source coming from different angles. Can you make
it bigger, small, different shape, clearer? How can we make the shadows
appear on a different wall?Experiment using the children's ideas. Play "Guess
the Object" to predict the object from it's shadow. Knowledge of range of
light sources. Direction of light inrelation to object and shadow sequence.

Lesson 1 Teacher Notes

Can you make your shadow big or small?
Can you hide your shadow?
Can you make your shadow touch another shadow without bodies touching?
Can you make your shadow point different directions?
Can you make your shadow not touch your feet?
Work with a partner to make shadow monsters (2 heads, 4 arms, etc)
Ask children to think of more instructions.
Lesson 3 Teacher Notes
Science Information:
Where a room has more than one light, children may notice multiple shadows
are formed. Discuss how the position and number of light sources impacts on
the shadow(s) formed. Relate this to changes in shadows outside and discuss
why shadows change during the day.
Introduction
Teacher discussion with students - What do you know about the
sun and shadows? Look for shadows in the classroom. Discuss what
makes the shadow. Does the shadow look like the object? How is it
different?

Using the overhead projector demonstrate how to trace a shadow. Ask

for a student volunteer. Turn on the lamp and turn off all classroom
lights. Students observe the student's shadow being cast in the
classroom. Ask the students where the light source is and where the
shadow is cast. Explain that the sun is similar to the light. Demonstrate
how to trace the shadow by following the outline of the student's
shadow with your finger.

Using the overhead projector, place a divider on it to keep students

from seeing objects placed on the projector. Choose a student to pick
an object from the bag and place it on the projector without the class
seeing the object. Have them guess what the object is. Discuss the
shadow that the object makes. Show the class the object. After all the
objects have been used, choose a student to select one of the objects
and put it back on the projector. One student can trace the shadow on a
piece of paper on the board. Students compare the object to its
What Makes a Shadow

Students make shadows on the wall with a partner. Students use flashlights
and objects to make the shadow. Have them trace some of their shadows on
paper.
Hold up hand and ask students what kind of shadow they think it will it will
make.
Discuss other shadows that could be made using a hand. Make
shadows of animals using hands. Choose students to make different shadows
and have class guess what the shadow is.

Tracing Shadows
Explain that each student will use chalk to trace the outline of his or her
partner's shadow on the playground.
Remind students to never look directly at the sun, but to concentrate on the
shadows.
In pairs the students find a place in the sun and make shadows, eg. standing,
running, making body shapes, etc.
Students trace around their partner's shadow.
Begin by outlining the partner's shoes/feet. This is important if the
students are going to trace shadows at different times throughout the
day.
Make sure that every student gets the opportunity to create a shadow.
Changing Shadows
Two/three hours (or the next day) after students have completed their
first shadow tracings, go outside again to observe their shadows and make
a tracing of what they now see.
Ask students to predict if the second shadow will be the same or
different from the first shadows they drew. Record predictions.

Return to the playground. Have students reposition themselves in their

original places, using their feet/shoe outlines as a guide.

Discuss with students what they observed:

Did anything change?
What looked different?
How many shadows changed?

Revisit previous predictions. Discuss how many students predicted

correctly.
What do you think made the shadows?
How can you explain that?
Did the sun move?
Did we move? (Explain to students that shadows move as a result of
the Earth's motion.)
Experimenting with Colors
Grade Level(s): Preschool, K
By: Randi Austin, Kindergarten Teacher A fun activity that allows children
to experiment and mix colors

Materials:
red, yellow, blue food coloring
a can of white icing
paper plates (one for each student)
pretzel sticks

Plan:
Put 3 spoonfuls of icing on each child's plate.
Put a drop of blue food coloring on one spoonful, a drop of red food coloring
on one spoonful, and a drop of yellow food coloring on the last spoonful.
Give the children 3 pretzel sticks.
Allow them to experiment mixing the colors together with their pretzel
sticks. You can even let them create and name new colors.
They love it! Of course they get to sample the treat when they are finished.
A color wheel shows the relationship between the colors. Label and color
the primary, secondary, and tertiary colors on the color wheel below.

The three primary colors (red, yellow, and blue) cannot be made by
mixing two other colors. On the color wheel below, the primary colors are
located on the points of the main triangle. Put red at the top.

The three secondary colors (orange, green, and violet) are each a
mixture of two primary colors. On the color wheel, the secondary colors
are located on the points of the upside-down triangle, between the colors
they are made from.

The six tertiary colors (red-orange, red-violet, yellow-green, yellow-

orange, blue-green and blue-violet) are made by mixing a primary color
with an adjacent secondary color. On the color wheel, the tertiary colors
are located between the primary and secondary colors they are made
from.