TITLE: Plant Systems
AUTHOR: Allen Schauerhamer, New Ruth School
GRADE LEVEL/SUBJECT: 1-3, life science
OBJECTIVES: The learner will be able to:
1. Identify root and leaf systems (as well as measure
length and width).
2. Trace these systems on grid graph paper.
3. Integrate other curriculum areas such as music, art,
P.E., social studies and math.
4. Build a Terrarium and integrate math concepts by
measuring, comparing, graphing, recording data and
observing plant growth.
5. Discuss and explain uses of plants such as food,
shelter, clothing, fuel, and medicines.
6. With the use of various seeds integrate math concepts
such as estimating, counting, sorting, graphing, etc.
7. Be able to identify seed parts.
RESOURCES/MATERIALS: Graph paper, colored construction
paper, crayons, scissors, scotch tape, glue, baggies, seeds
of all sorts, ruler in cm, sponge, mustard seeds, 2 liter
plastic bottle, potting soil, and pebbles.
ACTIVITIES AND PROCEDURES:
DAY #1. Skill: Root System Study
1. Students will collect leaf and root systems from
outside.
2. Students will find out an worksheet on identifying root
systems and measuring their lengths and widths.
3. Each student will draw their own root system.
DAY #2. Skill: Leaf System Study
1. Identify leaf and where it was found.
2. Measure length and width and trace on graph paper.
3. For music integration students will sing the songs:
"It's Spring Again" and "Plant a Little Tree."
DAY #3. Skill: Making a Terrarium
1. Handout sheet on building instructions for the
terrarium.
2. Explain procedures for measuring, comparing, recording
date and observing what takes place (cause and effect
relationships).
3. If time, read the poem "The Little Brown Seed."
4. Compile pages for the "Little Brown Seed" booklet also
paste on brown seed.
DAY #4. Skill: Learn of Plant Uses
1. Discuss and explain from handout, the uses of plants -
oxygen, food, shelter, fuel, and medicine.
2. Have students graph their favorite plant and then make a
costume of it and put on a verbal play telling the
audience how they grow as well as what oppositions if
any they encountered.
DAY #5. Skill: Awareness of locations where seed get
planted geographically
1. With the use of different colored construction paper,
the student will make a booklet on geographical
locations where seeds get planted.
2. Each student will get a baggie and tape on various seeds
and a paper wetted towel to show rate of seed growth.
3. For experimentation the learner will plant mustard seeds
in a sponge place it within a baggie, wet it down and
place by a lighted window to observe plant growth.
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John Kurilecjmk@ofcn.org