1. Topic-
We Need Plants!
 
2. Content-
State of Virginia Standards of Learning
Strand
Topic
Primary SOL 2.8
Related SOL 2.4
Earth Resources Plant resources
The student will investigate and understand that plants produce oxygen and food, are a source of useful products, and provide benefits in nature. Key concepts include
a) important plant products are identified and classified;
b) the availability of plant products affects the development of a geographic area;
c) plants provide oxygen, homes, and food for many animals;
d) plants can help erosion.
The student will investigate and understand that plants and animals undergo a series of orderly changes as they mature and grow. Key concepts include
b) plant life cycles.
2.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which
d) two or more characteristics or properties are used to classify items;
j) conclusions are drawn;
k) observations and data are communicated;
l) simple physical models are designed and constructed to clarify
explanations and show relationships;
m) current applications are used to reinforce science concepts.

Key vocabulary: plant products, habitat, soil erosion, lumber, oxygen, benefits
 
3. Goals: Aims/Outcomes-
1. Students will be able to orally and through writing explain products we receive from plants
2. Students will be able to orally and though writing explain how plants help nature (providing oxygen, preventing soil erosion) and animals
3. Students will be able to orally and through writing describe how Virginia's agricultural products affected development in different regions
 
4. Objectives-
1. Individually and with groups, students will identify plant products and from what plant part specifically from which materials are derived
2. Students will present/ write examples and drawings of how animals use plants as well as the important role of plants in nature
3. Students will demonstrate their knowledge of Virginia agricultural geography
 
5. Materials and Aids-
An example of as many of these plant products as possible: newspaper, toothpicks, candy bar with almonds, piece of wood, tissue paper, synthetic sponge, piece of rayon fabric, baseball, pack of chewing gum, bottle cork, rubber gloves, apple, walnut, plastic comb or brush, piece of cellophane, furniture, toothpaste, shampoo, coffee filter, wig, ink, negatives, film canister, buttons, plastic toy, and soap
 Pictures of animals, such as birds, squirrels, deer, bears, mice, and raccoons
 "Agriculture Map of Virginia"� handout
 Paper and drawing/coloring supplies
O video clip of plant products
O map of Virginia's agriculture mainstays, such as corn, peanuts, tobacco, grapes, and wheat
 
6. Procedures/Methods-

A. Introduction-

1.Have students write down everything they can remember using since they woke up that morning, including the bed in which they woke up.
2.After they have completed their lists, have them circle each thing they think is a plant product.
3. As a group, go through several students' lists, discussing which things are plant products. Most students will find that the majority of the things on their lists will be circled.
4. Remind students of the plants they have grown. Ask the students to explain what the needs of plants are, and then create a chart of "Benefits of Plants."� Ask the students to classify the benefits as they are identified throughout the lesson. Sample categories include providing food and oxygen, useful products, and benefits in nature (reduce erosion).

 

B. Development-

Activity 1
1. Number the plant products (newspaper, toothpicks, candy bar with almonds, piece of wood, tissue paper, synthetic sponge, piece of rayon fabric, baseball, pack of chewing gum, bottle cork, rubber gloves, apple, walnut, plastic comb or brush, piece of cellophane, furniture, toothpaste, shampoo, coffee filter, wig, ink, negatives, film canister, buttons, plastic toy, and soap) that I place around the room.
2. Have students work in groups to decide which products they think come from plants. In each case, they must give their reasons for their decision.
3. Go through the products, discussing how all of them are plant products. Explain those that the students did not know were plant products.
4. Have the students classify the products as follows:
Two products from the gum of trees (rubber products, chewing gum)
Two products from wood (furniture, toothpicks, spools)
Two products from fruits and nuts (cider, spices, pecan, apple)
Two products from resin (soap, varnish)
Two products from leaves or bark (cork, mulch, tea)
5. Gather students together as a group to report their findings and add to the chart that
was started in the beginning.
 

C. Practice-

Activity 2
1. Provide students with the "Agricultural Map of Virginia"� handout.
2. Discuss the map, having the students name the plant products they see and coloring them as they are discussed.
3. Animals are also on this map. Discuss how plants are important for the animal products as well, e.g., as food (grains and hays).
4. Infer how the plant products that are available in an area affect what businesses/development might also be in that area.
Activity 3
1. Remind the students that the previous two activities have concerned plant products and the fact that plant products play an important part in almost everything we do or use throughout our day.

 

D. Independent Practice-

Pose the question: "What are some other reasons that plants are important to us?"� Allow the students to brainstorm a list, prompting them, if necessary, to mention that plants provide us and other animals with oxygen, homes (shelter), and food. Show pictures of a variety of animals. Discuss how each animal uses plants for shelter and food in different ways.
Have each student choose an animal and illustrate how it uses plants for food and shelter. Have them write a sentence or two explaining their drawings.
When the students have completed the drawings call students to the large group area. Allow students to share their drawings with each other and to ask questions of each other.
 

E. Accommodations (Differentiated Instruction)-

Provide pictures and displays for vocabulary words.
Provide clip art of possible activities or actions that students might have done
throughout the day to facilitate the introduction of the lesson.
Bring in a potted plant so students understand what a plant is.
Create groups with strength"�based assigned roles.
Make an overhead of the map to model. Color code plants and animals as a class. Then
have students complete a student copy.
For Activity 3"�show pictures of plants and animals to prompt discussion and written
responses regarding the importance of plants and animals.
 

F. Checking for understanding-

Questions
Informally assess student understanding during discussions of the various topics, using questions such as the following:
o What are some products made from the gum of trees?
o What are some products made from the wood of trees?
o What are some products made from fruit and nuts?
o What are some products made from plant resins?
o What are some products made from leaves or bark?
o Besides food and shelter, what basic need do plants provide us with?
o How do plants help animals?
Journal Prompts
o How does the animal you chose use plants for food and shelter?
o Explain why bodies of water like a river should have plants either on the banks or
in the water near the banks.
Other
o Use students' groupings of plant products and their drawings for assessment.
 

G. Closure-

Play a matching game with plants and their uses
Have students create books showing and explaining plant products.
Hold a class contest to list as many ways as possible plants are useful to us and other
animals.
Create a bulletin board of the students' drawings.
 
7. Evaluation-
1. Look over student created writings and books to assess if true understanding was achieved
2. Make notes of individual students when they make presentations in groups/individual settings
 

This Lesson Plan is available at (www.teacherjet.com)