During a planning
period, create a worksheet with a three-column data table that lists all the plants in A Seed is the Start (column
1) and how the seeds are dispersed (column 2). Lave column 3 (Plant Part that Helps) blank.
period, create a worksheet with a three-column data table that lists all the plants in A Seed is the Start (column
1) and how the seeds are dispersed (column 2). Lave column 3 (Plant Part that Helps) blank.
When your class returns, read the book and
use the information in it to create a data
table like this one.
use the information in it to create a data
table like this one.
Next, pass out the worksheets, and invite students to find a
buddy and complete column 3 (Plant Part that Helps) using
information from A Seed is the Start.
Be sure to let the class know that, in two cases, the book does not have
sufficient information. Their completed worksheets should look similar to this:
buddy and complete column 3 (Plant Part that Helps) using
information from A Seed is the Start.
Be sure to let the class know that, in two cases, the book does not have
sufficient information. Their completed worksheets should look similar to this:
Now invite each duo to join with one or two others to create
four groups—Wind, Water, Self, and Animal. After giving each tea an index card
with their team name written on it, invite students to choose a plant from
their worksheet that disperses in the way written on the index card. Students
will pretend to be a seed from that plant and write a letter to a seed that
disperses in the following way:
four groups—Wind, Water, Self, and Animal. After giving each tea an index card
with their team name written on it, invite students to choose a plant from
their worksheet that disperses in the way written on the index card. Students
will pretend to be a seed from that plant and write a letter to a seed that
disperses in the following way:
Wind disperser à Water disperser
Water disperser à Self disperser
Self disperser à Animal disperser
Animal disperser à Wind disperser
Each
letter should explain (1) how the seed is dispersed, including what plant parts
help it move, and (2) why they think their dispersal method is best, including
potential problems with other kinds of seed dispersal. Allow time for
volunteers to share their letters with the rest of the class.
4-LS1-1. Construct an argument
showing that plants and animals have internal and external structures that
function to support survival, growth, behavior, and reproduction.
showing that plants and animals have internal and external structures that
function to support survival, growth, behavior, and reproduction.
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One Response
I have enjoyed reading this series of lessons from different grade levels using this wonderful book. I hope you will do more posts like this in the future.