Our final project for our plant theme is to eat the parts of plants! I pass out the food to the students and have them sort the parts of plants. We do a fun sort of which plants grow on top and which ones grow on the bottom!Īnd then we make a salad of all the plants from the book Tops And Bottoms! Our first plant food activity is our Tops And Bottoms salad! We kick off our plant research project with the book Tops and Bottoms. And we all love to eat so of course we learn about the parts of a plant that we eat! The kids are always shocked to learn that we actually eat all the plant parts! I got mine from Bright Concepts For Teachers! These are also great for listening and following directions and working on spatial awareness! These directions can be found on Pinterest. Students then use their fingers to make stems!ĭirected drawings are great and EASY and QUICK art projects. This is a celery painting! Simply cut the bottom off of the celery and dip in paint. And let’s face it, this is a pretty big bonding moment! This is one of my ultimate favorite art projects! I LOVE feet painting projects because it’s hilarious to watch the kids giggle and squirm. We also draw flowers, paint carrots and use plants to paint pictures! After studying plants, their parts and their needs, the students create a plant poster and label the parts of plants and the needs of plants. Of course we have to do art projects involving plants! And there are so many fun ideas!įirst up, we use art as an assessment tool. These are included in our Mad Science Creation! And then watch what happens! This is a great kick off lesson for your plant research project! We always do this on day 1 so we can watch how our flowers change!Īs part of all of our Mad Science Experiments, we make predictions and record our hypothesis and outcomes! Have students make predictions and draw that they think might happen. Snip off the stems and place the flowers in water that has food coloring added. To help us understand how the parts of a plant work, we do our rainbow flowers experiment! Use any white flowers. To assess the student’s writing, we also include writing rubrics in our research projects! The students then record their learning in their very own Plant Research Journal! We use tree charts, brace charts, true/false sorts for higher order thinking and labeling to learn about vocabulary and adaptations! As we learn about platns, we add new learning and address any misconceptions!Īs we research and study plants, we record our learning on our class charts. Before we do any learning about plants, the students share their schema or what they know about plants and we record it on Post It Notes. We add our schema on the first day of our research project. This serves as a great assessment to see if students can identify living/non-living and explain their thinking.Īs always, our research project kicks off and ends with a schema map. My students also did a scavenger hunt to find examples of living and non-living things. Ya’ll there’s nothing like the squeals and giggles when you get out the earthworms! (Note: no worms were harmed and all were released outside after our lesson) We measured each worm, described the worms and decided if each were alive or not. This sets us up to understand plants.Īfter we learn what living things and non-living things need, we explore living and non-living using earthworms and gummy worms. (NGSS: KLS1, KESS2, KESS3) Living And Non-Livingīefore we learn about plants, we de some investiagation into living and non-living things. This 2 week plants unit is aligned to the NGSS. This research project contains suggested books, recording sheets for plants as well as all the materials needed to create your research journal and graphic organizers! We have also included rubrics to assess student writing. The ‘staches will be using our Plants research creation to research and write about plants!! We will learn the parts of plants, plant life cycles, how we use plants, what plants need to grow, and how plants help people! We will also plant bean seeds and observe how our grass grows! Students will record their seed observations in their seed journals! However, before we start with plants, we study living and non-living things! And that means we’re using our Plants Research Project! Spring time means it’s time for learning about plants and living and non-living things.
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