Preschool PPS 211-Plant and Shadow

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.

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.

petiole - a leaf stalk; it attaches the leaf to the plant.

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 of cells that can divide indefinitely.

Parts of the tree

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.

Simple Leaf External Anatomy Diagram

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.

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 developmentmicropyle - the small pore in a seed that that allows water absorptionroot (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 seedseed leaf (cotyledon) - the embryonic leaf within a seedplumule - the shoot of a embryo

Parts of the seed

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 rootseed coat - the outer, protective layer that covers the seed. It is shed after the bean sprouts.

Sprouting bean - Germination

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.

Science Activities - PlantScience Activities - Plant

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. A. 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. A. 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.

B. 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.

C. 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 leavesStep six: Slide the pages into sheet protectorsStep seven: Arrange the sheet protectors in a 3-ring binder your preschooler has decorated.Step eight: Have your preschooler continue to add to it. 

Lesson1 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).

TEACHER NOTESScience InformationShadows 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.

Lesson3 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 NotesCan 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 NotesScience 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.

IntroductionTeacher 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 shadow. Discuss the size and shape of the object and the shadow.

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 ShadowsExplain 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 ShadowsTwo/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.