- slide 1 of 2
- The student will recognize that all plants have the same parts.
- The student will work cooperatively in groups.
- The student will compare and contrast plants.
- A Variety of Real Plants (No Potted Plants) Each group will need two plants each.
- Journal (One Per Group)
- Bubble Map (ex. at www.thinkingmaps.org under 'Additional Templates')
- slide 2 of 2
Divide the students into groups of two. Place your below grade level students with an above grade level student. Give each group two plants each. Give the students about 10 minutes to observe plants. The students should record their findings in the journal. They may use words, sentences, or pictures to show their findings. The teacher should circulate and listen to discussions. The teacher is also there to ask questions.
Once this portion of the lesson is finished, then the teacher should pull the students back together. Lay all of the plants on a table in a row. Sit in a circle around the table and discuss the findings. Compare and contrast the plants. Finally, the teacher should pose the question, “Do all plants have the same parts?” The student should provide evidence to support his/her answer.
Assessment: The student will reflect on what he/she has learned by completing a bubble map to demonstrate his/her understanding of the parts of all plants. The words “Plant Parts” would be prewritten in the middle circle and the students will write the names (or draw pictures) of the plant parts in the four outer circles.
This lesson allows the students to work cooperatively to compare and contrast real plants. As a result, they are able to conclude that plants are similar in that they have the same parts.
- Photo by Orin Zebest under CC BY 2.0 via Flickr