Beacon Lesson Plan Library
Plant Parts with Sequencing Cube
Colleges and Universities - Florida
Students learn the parts of the plant by looking at live plants, listening to the story [Jack's Garden] by Henry Cole, researching and sequencing the various plant parts.
The student uses reference materials to obtain information related to science concepts.
-Book: Cole, Henry. [Jack's Garden]. New York: Mulberry Books, 1997.
-Any approved, grade-level appropriate science text that contains plant anatomy
-Live house plant
-Magazines with plant pictures
-Kleenex boxes (cubed), one for each student
-Computers with Internet Access, one for each group of 3-4 students
1. Become familiar with the parts of a plant.
2. Set up computers and bookmark the Websites. (See Weblinks)
3. Gather needed materials for the activity.
4. Create a yes/no checklist for assessment of Goal 3 standards. The checklist should include the following criteria:
The student is capable of obtaining information from a wide variety of sources. Yes/No
The student is able to utilize information in a productive and enjoyable manner. Yes/No
The student is capable of applying information learned during research by completing the sequencing cube. Yes/No
The student is able to summarize research by sharing appropriate information with other students. Yes/No
Prerequisite: Students need prior experience with computers and navigating Websites.
1. Determine what the students know by asking questions about live house plants.
2. Read to the class the book [Jack's Garden] by Henry Cole. Then ask the students, "How could we find out more information about plants?" Responses should include books, magazines, Internet, etc. Explain the idea of reference materials. Then tell the students that today they are going to explore plants using reference materials.
3. The first reference materials are textbooks. Go over the parts of a plant using the current science textbook.
4. In groups of 3-4, have the students go to the computers, search the Websites (See Weblinks) and find six facts about plants and write them down on paper. Note: Circulate and formatively assess students as they use the technology tools. Provide assistance for students who are experiencing difficulty and monitor accordingly.
5. When students finish, have them share the gathered information with the class. Make sure the students take notes.
6. After the class discussion, instruct the student groups to construct a model of a plant using magazine pictures, the Kleenex cube, markers, and tape. (See Associated File for directions)
7. Conclude the discussion and lesson by revisiting the facts about plants the students have found and compare with the science textbook for accuracy and understanding.
8. Determine which reference material was the most helpful to the students in the identification of the plant facts. Ask them to explain why the reference material was the most helpful. Ask them to identify what other sources they could use in the future.
1. Use the sequencing cube and class discussion to determine if the students used reference materials to obtain information about science concepts.
2. Develop an activity sheet, if desired, from the facts each group collects to demonstrate mastery of those facts. (This will depend on what specific facts the students find.)
3. Check for correct sequencing of the parts of the plant on the Kleenex cube using the attached rubric. (See Associated File)
Circulate and formatively assess students as they use the technology tools. Provide assistance for students who are experiencing difficulty and monitor accordingly.
Students may grow plants from seeds in the classroom and make predictions and inferences about their growth based upon their observations.
Web supplement for Plant Parts with Sequencing CubeThe Great Plant Escape
Web supplement for Plant Parts with Sequencing CubePlants and Our Environment