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Thank you for your purchase fromIn the Hands of a Child

Your Premiere Lapbook Provider since 2002!!

PlantsHOCPP 1003

Published: January, 2008

Authors:Katie KubeshNiki McNeilKimm Bellotto

For information about other products available from In the Hands of a ChildCall 1-866-426-3701 or visit our website at www.handsofachild.com.

Entire contents of this Project Pack 2007In the Hands of a Child.3271 Kerlikowske Road

Coloma, MI 49038

Permission is hereby granted to the individual purchaser to reproduce student materials in thisproject pack for noncommercial individual or classroom use only. In the Hands of a Child givespermission for one copy of all written material to be copied and or printed. Classroom teachers

have permission to reproduce one copy for each student in class. Members of co-ops orworkshops have permission to reproduce one copy for up to 10 children per unit. Reproducible

graphics may be reprinted as many times as needed. Permission is not granted for school wide orsystem wide reproduction of materials.

Printed in the USA.

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Bringing Laughter and Learning TogetherIn the Hands of a Child

From the day we first began using and creating Project Packs we fell in love withthem. We knew that this type of hands-on learning experience was just the thing

that was needed to make boring unit studies not only educational but fun andexciting too!

To help you get started with your Project Pack, we have included some of themost frequently asked questions we receive about our Project Packs.

What is a Project Pack?A Project Pack contains both the activities and the lesson plans or researchguide needed to complete the activities. Imagine your child not only learningabout the life cycle of a butterfly, but also creating a cocoon of his or her own.Students dont just read the story, Blueberry Salby Robert McCloskey- they

enjoy a blue day complete with a recipe for blueberry pancakes, making ablue collage, and dont forget painting a blue picture!

Why is this a better way to learn? How does this help me?Student learning improves when lessons incorporate hands-on projects or crafts.Children learn by doing. Project Packs put learning into their hands! Thepossibilities are endless when your student begins a lapbook with a Project Packfrom In the Hands of a Child. There are no age or skill limits and any topic orsubject can be worked into a Project Pack.

When you purchase a Project Pack from In the Hands of a Child, all the work is

done for you-the parent/teacher, but not for the student. In addition, ProjectPacks are easy to store, are an instant review tool, scrapbook, and a ready-madeportfolio of all your students studies.

How do I make a Project Pack?A Project Pack is simply a file folder refolded into a shutter-style book. Open afile folder flat, fold each side into the middle and crease the fold neatly. Thereyou have it!

What supplies do I need?You need file folders, paper in different colors and weights*, your students

favorite coloring tools, tape, glue, scissors, and a stapler.

*For a more colorful and appealing Project Pack, it is suggested you print someof the reproducible graphics on colorful, multi-purpose paper. We recommend24# weight or cardstock.

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I have a Project Pack, NOW what?

We hope you are delighted with your new purchase, wed like to share a few tipswith you that weve found beneficial to other customers.Here is a brief introduction to our product layout.

Table of Contents Guide Core Concepts Graphics Folder Instructions Sample Pictures

Each unit starts with a Table of Contents and is followed by a Research Guide.

The Research Guide contains all of the lessons needed to complete the activitieslaid out in a chapter-like format. This format helps to build students listening,reading, and comprehension skills. Included in the Research Guide is aBibliography, which also makes a great resource for finding information for anyrabbit trails you may choose to follow during your study. Related books andwebsites are included in the Research Guide.

Next, you will find a list of core concepts to be covered during the study, each ofthe concepts is represented by a graphic organizer or template. Each graphicorganizer or template helps students take bite-sized pieces of informationlearned in the Research Guide and complete a hands-on activity to help retain

that information. If you implement graded assignments in your curriculum the listof concepts will be essential for you, the parent/teacher, to know what to test thestudent on. Under each concept you will find the folding instructions for each ofthe graphic organizers or templates. Each one has a corresponding activitynumber to make following along easy.

Reproducible graphics for the graphic organizers and templates follow. You maywant to make a copy of each graphic for each student completing the unit. Aninstruction sheet for folding file folders and photos of sample lapbooks areincluded in the back section of each Project Pack. If you and your students arevisual learners you will find the folder instructions and sample photos quite

helpful.

Project Packs from In the Hands of a Child make great stand-alone unit studiesor can easily be added as a supplement to an existing curriculum. When using asa stand-alone product we recommend completing 2 - 3 activities per session (30- 45 minutes). Start out by reading through 2 - 3 sections of the Research Guideand then complete the corresponding hands-on activities. The hands-onactivities correlate to each section in the Research Guide.

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Vocabulary and Timeline activities do not have to be completed in one day.Vocabulary words can be learned throughout the entire study. We recommendthat your student learn a few new vocabulary words each day or learn them asthey are written in the Research Guide (all words in bold are vocabulary words).We also recommend Timeline activities be completed a little each day. Choose

the vocabulary words and time periods you are going to add to your vocabularybooks and timelines as you read them in the Research Guide.

If you are working with young children or a group of children, cut out all of thegraphics a day or two before beginning the lapbook and store them in a zip-topbag. It is also helpful to have all materials organized before beginning. All ofour early childhood Project Packs include a full supplies list on one of the veryfirst pages!

Your students completed Project Pack does not have to look like the photofeatured at the end of the Pack. The photo is simply a reference to help you

understand the folds and the process of putting the file folder together. If you runout of room or things do not fit, add another file folder or an extension! Allowchildren to take an active role in designing the layout of their project so that itbecomes personal for them. The personalizing of their projects aids in thereinforcement of the study.

Your students may choose to attach the various activities to their folders as eachone is completed or they may choose to wait until all activities are completed andthen attach them to the file folder. If you choose to do the latter, simply store theactivities in a zip-top bag, expandable file, or folder until you are ready toassemble them in a file folder.

Should you have any questions as you go about your study please do nothesitate to contact us, we are here to help you bring laughter and learningtogether in the Hands of Your Child!!

Niki, Kimm, and Katiewww.HandsofaChild.com

Niki can be reached at Niki@HandsofaChild.comor 1-866-HANDS-01Kimm can be reached at Kimm@HandsofaChild.comKatie can be reached at Katie@HandsofaChild.com

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Adapting a Project Pack to Fi t the Needs of Your Student

Adapting a Project or Research Pack is key to ensuring that you provide the bestlesson for your student. At first glance, some might just skip over an activitybecause they feel it is too easy or too difficult for their student. We want you to

use all the activities we providethey are easily adaptable!

For example, if you have a PK-3 student the vocabulary activities might bedifficult for him or her to complete. Here are some tips to help you adapt theactivities that require your student to write:

1. Have your student dictate vocabulary words and their meanings as youwrite them.

2. Have your child draw a picture instead of writing.3. You write the word or sentence first so your student can see how it is

written (many of our Project Packs also include activities with dotted lines

for easy copy work).4. Practice. Practice. Practice. In the car, on a walk, in the shopping cart!Practice saying the vocabulary words and what they mean. Before youknow it your preschooler will be telling others what those words mean!

5. Contact us. We would be happy to give you ideas for adapting specificunits to a grade level.

On the other hand, some of the activities may seem too easy for your student.Does your 5thgrade level student want to learn about butterflies, but the ProjectPack seems too easy? Try it anyway; just change things up a bit to suit yourstudents grade level and skill. Here are some tips to help you adapt the

activities to make them a little more difficult:

1. In addition to writing down vocabulary words and their meanings, ask yourstudent to use the word in a sentence; either verbally or written.

2. Give your student one hour (or reasonable time frame) to research thetopic on his or her own either online or at the library. Give your student aset of questions and see what he or she can find without your guidance.

3. Encourage your student to expand on the topic or choose a relatedsubject to learn about.

4. Take a look at some of our preschool unitsthere is a lot of clipart relatedto each topic included. Have an older student cut these out and write a

story or play about the pictures.5. Contact us. We would be happy to give you ideas for adapting specificunits to a grade level.

These are just few ways you can adapt a Project Pack to meet the needs of yourstudent. Let your student be the judge if something is too easy or toodifficultyou just might be surprised!

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The Website links we have included in our guides are references we found thatcontain relevant information. However, the sites are not owned or maintained byIn the Hands of a Child. The content may have changed or become a deadlink. If you find the site contains inappropriate material or is no longer a relevantsite, please let us know. Thank you.

Educator Notes:_____________________________________

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Table of Contents

Guide Page 10

The Plant Kingdom Page 10Plant Classification Page 10

Plants That Make Seeds Page 11

Plants That Do Not Make Seeds Page 11

Plant Anatomy Page 12

Plant Structure Page 13

Plant Reproduction Page 15

Plant Life Cycles Page 17

Photosynthesis Page 17

Plants Uses Page 18

Vocabulary Page 20

Activity List Page 24

Activity 1 Page 29

Activity 2 Page 35

Activity 3 Page 36

Activity 4 Page 38

Activity 5 Page 39

Activity 6 Page 40

Activity 7 Page 44

Activity 8 Page 45

Activity 9 Page 46

Activity 10 Page 49

Activity 11 Page 50

Activity 12 Page 51

Activity 13 Page 52

Activity 14 Page 53

Activity 15 Page 55

Activity 16 Page 56

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Activity 17 Page 58

Activity 18 Page 62

Activity 19 Page 64

Activity 20 Page 66

Activity 21 Page 68

Activity 22 Page 69

Activity 23 Page 70

Activity 24 Page 73

Activity 25 Page 74

Folder Instructions Page 77

Sample Pictures Page 78

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PLANTS

The science of living things is called biology. To better study all living things,scientists have placed them into five different categories, or kingdoms:

1. Animalia (Animals)2. Plantae (Plants)3. Fungi (Fungus Organisms)4. Protista (Protists)5. Monera (Monerans)

THE PLANT KINGDOMWhat is the difference between plants and animals?Well, for one, plants do not move around likeanimals do. Although plants may not travel, theirseeds sure do!

Another important difference between plants andanimals is that most plants make their own foodthrough a process called photosynthesis. Plantsgrow on land, in fresh water, and in salt water. Themore than 400,000 different plant speciesplay animportant role; without plants, most life would notexist! Plants provide oxygen, food, shelter, andmuch more.

PLANT CLASSIFICATIONPlants are divided into two groups: 1) plants that make seeds and 2) plants thatdo not. Then they are classified into increasingly smaller groups including:

Orders

Families

Genera

Species

Every plant species has a two-part scientific Latin name. This enables scientistsall over the world to study plants using the same language. The first part of aplants scientific name refers to its genus and the second part to its species.

The Latin name of a plant is the name of the genus, which always with beginswith a capital letter and is written in italics. The genus is followed by the name ofthe species, which always begins with a lowercase letter, and is also written initalics. For example, Rosa bracteata is the classification for the McCartney Rose.

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How do plantsreproduce without

seeds?

Ferns, mosses, liverwort, andhorsetail are all seedlessplants. Seedless plants

produce spores, many on aparent plant. When the spores

ripen, the parent plantreleases the spores and theygrow into a very small heart-

shaped prothallus.

The prothallus produces

sperm and egg cells. Whenwater is present, the sperm

cells swim to the egg cells andfertilize them. Fertilized egg

cells become an embryo,which grows into a new plant,

called a sporophyte.

PLANTS THAT MAKE SEEDSThere are two types of plants that make seeds:

1) Angiosperms are true flowering plants thathave the ability to produce

seeds which are enclosedwithin their fruit. They aredivided into two groups:

Monocotplants thatproduce seeds with onefood part and haveleaves with parallel veins.Examples of monocotsinclude grasses, palms,lilies, and orchids.

Dicotplants that produce

seeds with two food partsand have leaves with branching veins.Dicots include oak trees, roses, broccoli,and tomatoes.

2) Gymnospermsproduceexposed or nakedseeds and have noflowers. Their seedsare usually found on thesurface of cones. Most

gymnosperms areevergreens and haveneedlelike leaves.Examples ofGymnosperms includeyews, gingkoes, pines,

juniper, spruces,firs, and other conifers.

PLANTS THAT DO NOT MAKE SEEDSThere are four types of plants that do not make seeds. All four produce spores

rather than seeds.

1) Moss, liverwort, and horsetail do not have trueroots, stems, or leaves and need a moist placeto live and grow.

2) Ferns have true roots, stems, and green leaves. They also need amoist place to live and grow.

a bCone of the White Pine.a = seed - b = young cone

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Leaf Anatomy

There are different types of leaves and leaf parts on plants including:

veins blade petiole stipule - midrib

Parts of a Leaf

PLANT ANATOMYThere are two main organs to every plant: the rootsand the shoot. The shoot of the plant includes thestem, leaves, flowers, and fruit. The different partsof a plant help it get the things it needs in order to

survive.

ROOTSThe roots of a plant are the parts that growunderground. The roots have three jobs:

Support the plant by anchoring it in theground.

Suck up nutrients and water from thesoil.

Store sugar and starches for the plant

Plants can have one of two types of root systems:1) a taprootsystem (like carrots), or2) a fibrous root system(like grass).

STEMSThe stem is the middle part of the plants body. The stem has three main jobs:

Support the plant, hold leaves up to the light and keep fruits and flowersattached. Stems can grow straight up, stay underground, climb fences,trellises, and trees, or trail along the ground.

Supply the rest of the plant with food and water. Water and nutrients fromthe soil are transferred from the roots through xylem cells. Food made inthe leaves is transported through the phloem cells.

Store food and water. Storage stems are called tubers.

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SEEDSMost plants reproduce throughseeds. A seed is a fertilizedovule, or plant egg that makesa new plant grow. Seeds canstart growing as soon as theyleave a plant or may take weeksor months to germinate. Bothflowering plants and conifersreproduce through seeds.

Beans, which are dicots, areseeds that are easy to examine.On the outside is the testa orseed coat which protects theembryo that is inside the seed.The hilum is also on the outside.The hilum is the little mark youcan see in the curve of the seed.This is where the young seedwas attached to the mother plant.

On the inside of a bean seed youwill find:

The cotyledons whichprovide food for theembryo of a mature seed.

The radicle which is theroot of the embryo andwill eventually be the

roots of the plant that theseed will become.

The hypocotyl is what willbecome the stem of thenew plant.

The plumule is what willbecome the true leavesof the plant. As a plantgrows the cotyldons looklike leaves, but they are

not true leaves.

The epicotyl (not all seedshave and epicotyl, butbean seeds do) is whatthe top of the embryo iscalled. It holds theplumule.

LEAVESThe leaves are where a plants food is made. Leavescome in many shapes and sizes and are divided intotwo types:

1) Simple leavesare single leaf blades connectedto the stem by the petiole.

2) Compound leavesare made up of separateleaflets attached to the stem by the petiole.

The leaves of plants have two jobs:

Supply the plant with food.

Sweat on the undersides.

FLOWERS

Flowers, which start out as buds, areimportant to plants because they help theplant make seeds. The petals have the

job of helping to attract insects that arepollinators, while the other parts of theflower are the reproductive organs of theplant.

FRUITThe fruit is the part of a plant that contains the seeds.Each piece of fruit that a plant produces has a very

important job; protecting the developing seeds andhelping to spread them out.

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PLANT STRUCTUREPlants are one of two types:

Herbaceousplants have soft, green stems.These plants usually just last a year and then die

back to the ground. This category of plantsincludes annual flowers, perennial flowers,vegetables, and houseplants.

Woodyplants have hard stems. This type ofplant does not usually die back to the groundduring the winter. Woodyplants include trees, fruit trees,and flowering trees.

PLANT CELLSPlant cells are organized into structures called

organelles, each with a specialized function. Many plantshave a special organelle called chloroplast. Chloroplasts have the structuresthat make it possible for the plant to go through the process of photosynthesis.

PLANT TISSUESPlant tissues are made up of many cells that work together to perform the sametask for the plant.

Embryonic tissues are made up of immature cells. The main function ofembryonic tissues is to grow and divide into other types of tissue. Theembryonic tissue is located in the growth parts of the plant, the roots, and

the stalks.

Adult tissues are made up of mature cells that are specialized in a certainfunction. There are three types of adult tissues:

1) Protective tissues make up the epidermis of the outer covering ofthe plants roots, stem, and leaves.

2) Vascular tissues are the xylem and the phloem. These are theconducting vessels of plants, made up of a series of microscopictubes through which water, mineral salts, and nutrients flow.

3) Fundamental tissues are the parenchyma, collenchymas, and the

schlerenchyma. These tissues help with the production andstorage of nutrients inside the plant. They make up the largestparts of the plants body.

Parts of a Seed

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TRAVELING SEEDS

Did you ever wonder how thedandelions in your backyard keepspreading all over the place?

Even though they do not pack asuitcase, seeds are wonderfultravelers! They can often travelfor many miles. How? There arefour main ways seeds find newplaces to grow.

People help seeds find newhomes everyday. Some seedsare a little sticky and catch onpeoples shoes, socks, and pants.

When people move around, theseeds fall off in a whole newplace. Another way that peoplehelp seeds travel is by sellingthem. We can buy seeds thathave been packaged in a countryvery far away and plant them rightin our own backyard.

PLANT REPRODUCTIONPlants reproduce in two different ways:

1) Asexual reproduction is cloning. During thisreproductionprocess, a piece of a plant roots

or sprouts and grows into a new plant that isgenetically identical to the original plant.

2) Sexual reproductionis when a new plantis formed that has thegenetic material fromtwo other plants thatare not geneticallyidentical.

Flowering Plants

Flowering plants make their seeds through flowers.Flowers have a male part called the stamenand afemale part called the carpel. First, a flower attractsa pollinator to carry the pollen from one plant toanother. The seed head of the flower ripens andthe seeds fall out to the ground. When the soilaround the seed becomes warm and moist, a youngplant begins to grow until it matures and producesone or more flower heads.

Conifers

Conifer seeds are made in cones. Most conifershave a male cone containing pollenand a femalecone containing ovules. The pollen fertilizestheovules and they become seeds. Wind usuallycarries the pollen from the male cones to the ovulesof the female cones.

POLLINATIONThe male part of the flower, calledthe stamen, produces pollen for theplant. The pollen travels through

anthers from the stamen to thestigma,which is the flower part thatcatches the pollen. Pollen is movedfrom plant to plant by pollinators,which are water, wind and animals, includingpeople. Some flowers are specific colors andshapes, or have special markings, designed toattract pollinators.

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Animals help seeds travel in muchthat same way as people do.Seeds cling to animal fur and aredropped off in new places. Someanimals actually carry seeds fromone place to another. For

example, squirrels will often buryseeds and then forget about them.The seeds then grow into plants.

Another way that seeds travel byanimal is when an animal eats afruit or vegetable. The seeds fromthe food come out in theirdroppings.

Wind can pick up very light seeds.The wind carries the seeds toplaces far from the flower from

which they fell. An example of thewind carrying seeds is thedandelions in your backyard.Have you ever made a wish andblown on the white fluffy part of adandelion? The white fluffy partsof dandelions are actually seedsthat can float away on the lightestbreeze.

Water, too, is a great vehicle for

seeds. Some fruits can float formiles on streams, rivers, and eventhe ocean. Rain can cause seedsto drift away and end up in acompletely different place thanwhere they started.

FERTILIZATIONThe transferring of pollen from oneflower to another is not the end ofthe reproduction cycle for a plant.It is more complicated than that!

After some pollen has landed onthe stigma, it sprouts a tube. Thetube grows down inside a slendershaft, called the style, whichconnects the stigma to the ovary.This tube allows the male plantcells to fertilize the female plantcells. When an ovule has beenfertilized, it develops into a seed and contains aplant embryo.

Parts of a Flower

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Records

The smallestplant on Earthis the rootless duckweed.

This flowering plant is about0.01 inches (0.3 mm) across.

The largestplants in theworld are conifer trees. The

giant sequoia trees ofCalifornia reach over 310

feet (95 m) high.

PLANT LIFE CYCLESJust like people, plants need certain things in order togrow. The basic things that plants need are air,water, soil, and sunlight. Without these things a plantwill die.

Plants have different ranges of life spans and can bedivided into three groups:

Annualplants, like marigolds and petunias,grow, bloom, and die in less than one year.

Biennialplants, such as the mullein andhollyhocks, live for two years. In its first year,a biennial builds up its food reserves andleaves. In its second year it uses the foodreserves to make flowers and seeds before itdies.

Perennialplants, like roses and some daisies,live, grow, and produce flowers for manyyears.

PHOTOSYNTHESISAlmost all plants make their own food using sunlightin a process called photosynthesis. Photosynthesisis very important to people because it is the processthat is responsible for the oxygen we breathe. Plantscan carry out the process of photosynthesis becauseof a substance they have called chlorophyll.

Chlorophyll is a green pigment that makes plants andalgae green. Photosynthesis works only in the greenparts of the plant.

Chlorophyll works in three steps:1) The chlorophyll absorbs energy from the sun.2) The energy is used to combine carbon dioxide from the air and water from

the soil to make sugar.3) Oxygen is released into the air.

There are six steps of the photosynthesis process:1) Carbon dioxide from the air comes in through tiny holes in the leaf, called

stomates.2) Water goes from the roots to the leaves.3) The chlorophyll in the leaves traps the energy from sunlight.4) The energy helps change part of the water to hydrogen and oxygen.5) Hydrogen joins with carbon dioxide and produces food for the plant.6) Oxygen gas is released from the leaf through the stomates.

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Onions contain a mildantibiotic that:

Fights infections

Soothes burns

Tames bee stings

Relieves the itch ofathletes foot

RespirationThe photosynthesis process makes sugars containingcarbon, oxygen, and hydrogen. When the plant is ready touse the energy, it breaks it down in a process called

respiration.

TranspirationA plant takes water in through its roots and releases itthrough the pores of the underside of its leaves. Thisprocess is called transpiration.

PLANT USESPlants are helpful and even necessary for humans. Withoutplants, people could not live. Some of the things plantsprovide to people include:

The most important thing about plants is that theysupply oxygen. When people breathe in oxygen, theirlungs change it into a gas called carbondioxide. We breathe out carbondioxide when we exhale. Plants breathe in carbon dioxide and change itto oxygen. When plants exhale, they provide us with the oxygen that weneed to survive! Sounds tricky, but it really isnt.

Another important thing that plants provide people is food. Many plantshave edible parts. When we think of eating plant parts we usually think offruits and vegetables that come from the flower of the plant, but did you

know that seeds come from flowers too? Sunflower seeds are a greatexample. The big yellow flowers of the sunflower produce hundreds ofseeds that we can cook and eat! Other seeds that people eat includepeas, peanuts, and beans.

We can also eat the leaves of some plants, such as lettuce, spinach, andcabbage. The roots of certain plants are also edible. Carrots, beets, andpotatoes are all roots. Stems like celery taste great too!

IMPORTANT NOTE! Some plants can be poisonous to people! Nevereat anything that you are not sureis a healthy source of food.

Plants are used for medicinal purposes. For example, the aloe plant helpsheal burns.

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One of the wonderful things that people have learned to use plants for isclothing. Many different are used to make cloth. The most common iscotton. All parts of the cotton plant are useful,but the fiberof the plant isthe most valuable because we use it to make cloth. The cloth is then cutinto patterns and sewn together to make clothing and other textiles.

Many dyes are also made from plants. In earlier times plants were themain source of dyes. Tea, berries, onions, and certain flowers are used tomake dyes.

Trees are a part of the plant family and they provide wood, a veryimportant natural resource. We use wood to make furniture, paper,pencils, and many other things. Most importantly, we use wood to buildhomes. Most buildings have wood in part of the structure. Even brickbuildings usually have wood somewhere in their frames.

Plants, especially trees, provide shelter for animals such as birds,squirrels, opossums, and bats. Many types of insects also call treeshome. Trees provide shelter for both people and animals.

Another significant use for wood is fuel. Campfires in the great outdoorsand fireplaces in homes are examples of wood serving as fuel. Burningwood in these ways provide heat, light, and the ability to cook.

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VOCABULARY

Angiosperm: flowering plant that reproduces by making seeds

Anther: male part of a flower that makes and releases pollen

Annual: plant that completes its life cycle in a single growing period (one year)Biennial: plant that takes two years to complete its life cycle

Biology:science of living things

Carbon dioxide:colorless, odorless, incombustible gas

Carpel:female part of a flower

Chlorophyll: substance that gives plants their green color

Chloroplast: microscopic structure that contains chlorophyll

Cloning:producing genetically identical plants

Compound leaf: leaf made up of smaller leaves called leaflets

Dicot: flowering plant with two seed leaves

Droppings: body waste of animals

Edible:can be eaten as food

Embryo:young, undeveloped plant inside a seed

Fertilization:when a male cell joins a female cell after pollination to create a

new flowering plant

Fiber:one of the elongated, thick-walled cells that give a plant strength and

support plant tissue

Fibrous root system: bunch of very fine roots

Flower:part of the plant that produces fruit

Fruit:part of the plant that produces seeds

Germinate:to start the growth in a seed or spore

Gymnosperm:plant that does not have flowers or fruit, but reproduces by

making seedsHerbaceous:plants with stems that are non-woody and die back to the ground

every year

Herbivore: animal that eats plants

Leaf:part of the plant that takes in air and sunlight

Monocot: flowering plant that has one seed leaf

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Natural resource:any property of the physical environment such as plants,

which humans can use to satisfy their needs

Organelle:a discrete structure within a cell, such as a nucleus, that has a

specialized, organ like function

Ovule:tiny cluster of female cells that develop into a seed

Oxygen:colorless, odorless, and tasteless gas that makes up about 20% of the

air we breathe

Perennial:plant that lives for several years

Petiole:part of the plant that attaches the leaf to the stem

Phloem:stem tissue that leads to growing parts of the plant

Photosynthesis: the process by which plants make their own food

Pollen:dust-like particles containing a plants male cells

Pollinator:animal or insect that transfers pollen to plants

Prothallus:produces sperm and egg cells in seedless plants

Roots:part of a plant that grows underground

Seeds:part of the plant that starts new plants

Simple leaf:one leaf attached to a stem

Species:basic unit that scientists use to classify things

Spores:a cell, or package of cells, that germinates and develops

Stamen:male part of a flower

Stem:part of the plant that sends nutrients to the plant

Stigma:flower part that catches the pollen

Stomate:tiny holes in a leaf that take in carbon dioxide and release oxygen

Taproot:root with a few branches that is very thick and swollen

Textile:manufactured cloth

Transpiration:loss of water vapor through pores in leaves

Tuber:plant stem that stores food and water

Woody:plants with hard stems that do not die back during the winter

Xylem:tissues in the stem that lead to other parts of the plant

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RELATED BOOKS AND WEBSITESRelated Project Packs from In the Hands of a Child: Ecology HOCPP 1010Botany HOCPP 1116In the Garden: Flowers and Insects HOCPP 1164

Arbor Day HOCPP 1144Forest Habitats HOCPP 1099Grassland Habitats HOCPP 1093Rainforest Habitats HOCPP 1095

50 Words About Plants by David Armentrout101 Great Science Experiments: A Step-by-Step Guide by Neil Ardley

A Seed in Need: A First Look at the Plant Cycle bySam GodwinBerries, Nuts, and Seeds by Diane BurnsCarnivorous Plants by Rebecca L. JohnsonThe Everything Kids Nature Book by Kathiann M. Kowalski

The Everything Kids Science Experiments Bookby Tom RobinsonExperiments with Plants by Salvatore TocciFrom Pinecone to Pine Treeby Ellen WeissFrom Seed to Plantby Allan FowlerFrom Seed to Sunflower by Gerald LeggIncredible Plants by Lesley DowThe Magic School Bus Plants Seeds: A Book About How Living Things Grow byJoanna ColeParts of a Plant by Wiley BlevinsPhotosynthesis: Changing Sunlight into Foodby Bobbie KalmanPlants: Make it Work! Science by Andrew Haslam, Claire Watts, Alexandra

ParsonsPlants on the Trail with Lewis and Clark by Dorothy HinshawPlant Parts by Louise Spilsbury and Richard SpilsburyPlant Projects for Young Scientistsby Salvatore TocciPlants That Never Ever Bloomby Ruth HellerSeeds, Stems, and Stamens by Susan E. GoodmanThe Tiny Seed by Eric Carle

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BIBLIOGRAPHYBurnie, David. E.Guides: Plant. New York: Dorling Kindersley, 2006.

Burnie, David. Eyewitness Books: Plant. New York: Dorling Kindersley, 2000.

Essential Atlas of Botany. New York: Barrons Educational Series, 2002.

http://www.botany.org/bsa/careers/

http://www.botany.com/

http://curriculum.calstatela.edu/courses/builders/lessons/less/les8/pollen.html

http://www.biography.com/search/article.do?id=9303643

http://www.dmturner.org/Teacher/Library/4thText/PlantsPart1.html

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Act iv it ies and Instructions

VOCABULARY1. Vocabulary: As you go through this unit learn a few new vocabulary words

each day. It is NOT necessary to learn every word included in this unit.

Pick and choose the words you feel need to be learned.Fold Instructions: Pocket Folder Follow the illustrated instructions includedwith this activity to complete the fold. Write one word and its definition per card.Store cards in pocket folder.

PLANT CLASSIFICATION2. In what language are plants scientifically named so that scientists all over

the world can easily communicate about them? How are the genus andspecies written? Using an encyclopedia, a good plant identification guideor The Plant Press at http://www.plantpress.com/dictionary, look up thesethree plants; tulip tree, wax myrtle, and tiger lily. Create a listing for each

giving the common name and the genus and species.Fold Instructions: Three Flap Book Cut on dotted lines to create three flaps.Fold flaps down so that titles are on top. Lift flaps and answer title promptsbeneath them.

THE PLANT KINGDOM3. Tell what each of the following are: Angiosperms, monocot, and dicot.

Fold Instructions: Over and Under Book-- Follow the illustrated instructionsincluded with this activity to complete the fold. Describe each of the listed termsunder their corresponding flaps. Give examples of each.

4. Describe gymnosperms and give examples of at least two.Fold Instructions: Shaped Matchbook Fold main sections in half then foldsmall section up to close like a matchbook. Open and write answer inside.

5. What four types of plants do not make seeds?Fold Instructions: Tie Tag Book Fold bottom up, fold top down and tiewith a string, ribbon, yarn, etc Open up and write the four types of plantsinside.

PLANT ANATOMY6. What are the functions of the roots, stem, and leaves of a plant?

Fold Instructions: Envelope Accordion Follow the illustrated instructionsincluded with this activity to complete the fold. Use one envelope per item. Useback and front of cards if needed. Use extra cards if needed.

7. What are the two types of leaves? Describe each.Fold Instructions: Dutch Door Book Cut on dotted line to create two flaps.Fold flaps to the right. Glue one leaf on each flap and label each one. Open theflaps and describe the type of leaf from the cover.

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8. Label the basic parts of a plant.Fold Instructions: Mini Poster No folding necessary; simply mount tolapbook.

9. How does a plant absorb water? Conduct an experiment to find out.Record your findings.Fold Instructions: Top Tab Book-- Stack pages with cover on top and so thatthe tabs all line up one after the other. Answer each prompt on the tabs on thecorresponding page.

The ExperimentSupplies Needed:

4 drinking glasses or vases

4 different colored dyes or food coloring

Scissors

4 fresh white flowers (carnations work great!)

Experiment Instructions:

Fill each glass full with water

Add food coloring or dye to each glass of water (one color perglass- the more color you add, the stronger the results)

Trim the stems of each flower

Place a flower in each glass

Place flowers in a warm room

The flowers will slowly change color as they absorb the water

For a multicolored flower: Split the stem of one flower in two

Place the stem in one glass of colored water and the other inanother color.

10. What jobs do the flower and fruits of a plant have?Fold Instructions: Cross Cut Book Fold back side strips on cover pieces andglue to back of bottom piece. Open each flap using small tabs and write answerbeneath.

11. What are the differences between herbaceous and woody plants?

Fold Instructions: Concept Book Cut on dotted line to create two flaps. Foldflaps up and attach cover labels. Open flaps and write answers inside.

12. What are the three types of adult tissues?Fold Instructions: Circle Book Cut on dotted line and, keeping cover on top,fold each section behind the previous one until book looks like one wedge. Listone type per section.

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PLANT REPRODUCTION13. What are the two ways that plants reproduce? Briefly describe each.

Fold Instructions: Shaped Shutter Fold back tabs on cover pieces and glueto back of main template to create flaps that open like shutters. Write answersinside.

14. What is the difference between flowering plants and conifers?Fold Instructions: Pop-up Book Follow the illustrated instructions includedwith this activity to complete the fold. Explain the difference between the twotypes of plants.

15. Describe the process of pollination and fertilization for plants that makeseeds.

Fold Instructions: Matchbook Fold large sections in half then fold narrowsection up to close like a matchbook. Write answer inside.

16. Label the anatomy of a flowerFold Instructions: Pocket and Cards Fold back tabs on sides and bottom ofpocket and glue to folder. Look at each number on the flower on the pocket.Label each card with a number and the name of the flower part.

17. Explain each of the ways seeds travel.Fold Instructions:Accordion Poster Use as many setsof pages as you need. Glue the tab of one set to back ofposter behind suitcase. Add more pages by gluing tab to theback of the last page in the set. Cut away any unusedpages.

18. Conduct a seed investigation. Describe what you have observedthen label the parts of a seed.

Fold Instructions: Card Book Fold in half like a greeting card andattach cover label. Label the parts of the bean seed and write down thehighlights of your seed investigation in the lower section.

Investigation Supplies Needed:

Large Bean Seed (like kidney or pinto work well)

Magnifying Glass

Investigation Instructions: Soak seed overnight

After soaking, peel the seed open. Use the magnifying glass toexamine the insides. You are looking at a plant embryo!

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PLANT LIFE CYCLES19. List the four things that plants need to survive.

Fold Instructions: Diamond Book Follow the illustrated instructions includedwith this activity to complete the fold. Do NOT cut off points. Attach labels tooutsides of points so that they read Things Plants Must Have. List one need

under each point.

20. Conduct an experiment to demonstrate what plants need.Fold Instructions: Mini Book Stack pages with cover on top and fasten whereindicated using brads, ribbon, yarn, etc Use the lined side of each page towrite down your observations and the blank side to draw pictures of what yousee.

Experiment Supplies Needed:

Colored pencils

Scissors

Stapler

2 zip-top bags 2 paper towels

Beans

Experiment Instructions:

Moisten the paper towels and place one inside eachbag

Place 3 staples side by side horizontally approximately2-inches up from the bottom of each bag

Holding bag upright, sit a bean on the staples

Seal bag and tape one to a window pane and place the other inside

a dark closet Check the seeds every Monday for one month. Keep a journal to

record your observations

21. Tell how long each live of the following lives and give examples of all;annuals, biennials, and perennials.

Fold Instructions: Shape Book-- Fasten covers to flowers using brads. Swingcovers open and write answers beneath.

PHOTOSYNTHESIS22. How does chlorophyll work?

Fold Instructions: Flip Flap Book Fold right section over center section, foldleft section over center section, then fold top section down so that title remainson front. Write one step per block.

23. What are the six steps of photosynthesis?Fold Instructions: Fan Book Stack the cover and six pages together andfasten with a brad. Write one step per page.

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24. Describe respiration and transpiration in plants.Fold Instructions: Double Flap Book Cut on dotted lines to create two flaps.Fold flaps down so that titles remain on top. Lift each flap and write answerbeneath.

PLANT USES25. Describe at least six ways that plants are useful to humans.Fold Instructions: Slash Pocket Follow the illustrated instructions includedwith this activity to complete the fold. Write one thing per card (use both sides ifnecessary) and store cards in pocket.

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Creating a Lapbook Base

Basic Lapbook Base

Open a file folder and lay it flat. Fold both right and left edges toward the center so they meet and close like a pair of

shutters. Crease firmly.

Base with Single or Double Extensions

Complete the basic lapbook base. Open base and lay flat. Cut another folder in half or use a sheet of cardstock for the extension. Lay the extension in the center of folder at either the top or bottom. (You may add

two extensions if need be; one at the top and one at the bottom). Attach to base with clear packing tape.

Single Extension Double Extension

Double Folder Base

Make two base folders. Open them and lay them side by side with outer

flaps pointing straight up, not flat. Where the two flaps meet glue them together. Fold center flap to one side, fold both shutters in

and close folders like a book.

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