Format
1. We begin by discussing what a plant needs to survive and how this compares to our needs.
2. We look at a basic plant and identify its parts (leaf, stem, root, flower, seed, fruit)
3. K - Gr1: Participants will learn an action song to review the plant parts
3. Gr 2 - 4: Participants will draw what a plant needs with the presenter; we'll use this page to also include a complete pumpkin plant if time allows.
4. We'll look at a basic pumpkin plant as it grows.
5. We'll explore a variety of pumpkins, squash and gourds to discover the difference.
6. Discover what people do with pumpkins... including you!
Objectives
The participant will:
- engage in a discussion about what plants need to survive
- explore and identify different plant parts and their functions
- develop an appreciation that different plants inhabit different environments and are able to survive because of external features
Standards Alignment
National Standards
CCSS.ELA-LITERACY.1.SL.1b -- Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
CCSS.ELA-LITERACY.1.SL.3 -- Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
LS1A 3-5 -- Structure and function
LS1A K-2 -- Structure and function
LS1B 3-5 -- Growth and development of organisms
LS1B K-2 -- Growth and development of organismsLife Science: K- 4
The Characteristics of Organisms:
• Organisms have basic needs. Organisms can survive only in environments in which their needs can be met.
• Each plant or animal has different structures that serve different functions in growth, survival and reproduction.
Life Cycles of Organisms:
• Plants have life cycles that include being born, developing into adults, reproducing and eventually dying. The details of this life cycle are different for different organisms.
• Plants (and animals) closely resemble their parents.
State Standards
California: Science Content Standard
Grade 1:
A) students know that different plants and animals inhabit different kinds of environments and have external features that help them thrive in different kinds of places.
B) Students know both plants and animals need water, animals need food, and plants need light
E) Students know that roots are associated with the intake of water and soil nutrients and green leaves are associated with making food from sunlight
Indiana Content Standards: The Living Environment
Kindergarten: Students ask questions about a variety of living things and everyday events that can be answered through shared observations.
Diversity of Life:
• Give examples of plants (and animals).
• Observe plants and animals, describing how they are alike and how they are different in the way they look and in the things they do.
Grade 1: (as above). They become aware of plant and animal interactions. They consider things and processes that plants (and animals) need to stay alive.
Diversity of Life:
• Observe and describe that there can be differences, such as size or markings, among the individuals within one kind of plant (or animal group).
Interdependence of Life:
• Explain that most living things need water, food and air.
Grade 2: (as above). They begin to understand plant and animal interactions.
Diversity of Life:
• Observe and identify different external features of plants and animals and describe how these features help them live in different environments.
Interdependence of Life:
• Observe and explain that plants and animals need water, animals need to take in food and plants need light.