1. Standard 4 – The Living Environment
Students ask questions about a variety of living things and everyday events that can be
answered through shared observation
Monday
Materials: Plant pictures
Curious George Plants a Tree by Monica Perez
Objectives: Students will be able to sing the Parts of a flower song and perform the
motions. Students will be able to recognize different parts of a plant (flower, stem, roots,
leaves)
Procedure: Tell students that throughout the week they will be learning about plants. Read
the book Curious George Plants a Tree. Show them pictures of plants and show them the
different parts (Flower, Stem, Leaves, and Roots). Explain what each part does for the
plant. Teach the students the “Parts Of a Flower” song, below, which goes to the tune of
“Head and Shoulders, Knees, and Toes”. Once they have a grasp on the words of the song,
teach them the motions that accompany it. Ask the students to count how many petals are
on their flowers (since their fingers are their petals there are 5). If there is still time after
the students have learned the entire song with motions, pass out a picture of a plant to each
student. Call out a part of a flower and have the students point to that part on their plant
picture. (Musical and Kinesthetic-Gardner) (Knowledge-Bloom)
Flower (Hands around face.)
Stem (Point to neck.)
Leaves (Stick out arms.)
And roots (Touch feet.) – Leaves and roots.
Flower, stem, leaves, and roots – Leaves and roots.
All it takes is sun (Hands up in circle over head.)
And showers (Wiggle fingers down.)
And a seed (Hold out palm.)
Grows into a flower. (Spread fingers of right hand up through left fist.)
Assessment: Through their participation in the music activity and pointing out the parts
of a plant, assess that each student can recognize the various parts of a plant (roots,
leaves, stem, flower)
Tuesday
Materials: The Tiny Seed by Eric Carle
Coloring utensils
Tissue paper
Seeds of any kind
Glue (stick or Elmer’s)
Objective: By the end of this lesson, students will be able to vocalize various things that
can happen to a seed based off the book The Tiny Seed. Students will also be able to
create their own picture of a plant.
Procedure: Before reading the story The Tiny Seed, do a walk through of the book with
the students. Show them the cover and ask them to predict what they think the story will
be about (Synthesis-Bloom) (Predict-Science Process Skill). As you flip through the
pages be sure that each student is looking at the pictures, ask students to think about what
might happen in the story (Spatial-Gardner). After you are done introducing the book to

2. the students, read it to them. Once you are finished reading the story, have the students
tell things they observed about the seed in the story (Knowledge-Bloom). Next explain to
the students that they will be creating their own picture of a plant using various art
supplies and show them your example (Application-Bloom). Give the students ample
time to work on their project, about 20-25 minutes (Kinesthetic-Gardner). When the
student is finished have them write about their plant or write out what they say about their
plant. Then have the students measure their plants next to each other’s and see whose is
the biggest and whose is the smallest.
Assessment: Look at students’ art to see whether they included most or all parts of a
plant as previously talked about. Assess whether students can recognize whose plant is
biggest and whose is smallest.
Wednesday
Materials: How a Seed Grows by Helen J. Jordan
Copy of Seeds-Growth stages of a plant for each student
Coloring utensils
Standards: K.1.6-Count, recognize, represent, name, and order a number of objects.
(Math)
K.6.1-Describe an object by saying how it is similar to or different from another
object. (Science)
Objectives: Students will be able to differentiate between various stages of a plant. They
will also be able to draw these various stages.
Procedure: Explain to the students that the book you are going to read is nonfiction
meaning that it is all true. Read the story to the class. Lead a discussion with the students
about the stages that a plant goes through. Ask questions such as: “What does the see
look like on day three? Day five? What three things do seeds need to grow? What will
happen to the seed next?” Give the students extra practice with stages of a plant by
showing them various pictures of plant stages and have them put them in order
(Mathematical-Gardner). Talk with the students about the similarities and differences of
the plant in each picture (Evaluation-Bloom). Show the students the Seeds sheet and
explain to them what they are supposed to draw in each box (different stages of a plant).
Give the students time to draw each stage. (Naturalist-Gardner) (Analysis-Bloom)
Assessment: Look at each student’s drawings to make sure they understand the different
stages of a plant.
Thursday
Materials: How Do Plants Grow? By Melissa Stewart
Objectives: Students will make inferences about plant growth. Students will also sort
pictures of plants.
Procedure: Begin by reviewing, as a whole group, the information they have learned
thus far in the week; parts of a plant and stages of a plant. Review and sing the Parts of a
Flower song. Read the story “How Do Plants Grow?”. While reading the story, try and
encourage the students to make inferences (Inference-Science Process Skill); have them
fill in the blank, “Since the sun is out and the plants are watered they will ____ (grow!)”,
“The plant is fully grown so I know that even though I can’t see them, there are _____ in
the ground (roots!)”, etc. Pass out pictures of plants and have the students sort them, first
by size and then by color. Have each student tell a story about a plant they have seen or
maybe a plant that they really like or allow each student to share something they learned

3. about plants throughout the week. (Interpersonal-Gardner) (Comprehension-Bloom)
(Verbal-Gardner)
Assessment: Observe whether students are making valid inferences based on what they
have learned throughout the week.
Friday
Materials: Have this be a computer lab day and have each students work on a computer
either alone or with a partner. Use the following sites for games about plants:
http://www.primarygames.com/science/flowers/games.htm
http://pbskids.org/arthur/games/groovygarden/groovygarden.html
http://www.learn4good.com/games/online/blooming_garden_flower_power.htm
[As plan B]: Bingo cards with flower petals and a letter on each petal (12 petals on each
card), seeds as bingo markers
Objectives: Students will use technology to get extra practice learning about plants.
Procedure: Have this be a fun day. Allow the students to choose whether they want to
work with a partner or alone in the computer lab. Give each student or pair of students the
choice of which site/game they want to play. Be sure to explain each game and the rules
of using the computers before setting the kids loose on the computers. If you are unable
to use the computer lab, play flower bingo. Give each student a handful of marker seeds
and have them count the seeds. To begin the game the teacher will call out a word and the
students will put a seed on their letter if the words starts with that letter (ex: “Cat” student
will put a seed marker on the letter “C” if it is on their bingo card). (Application-Bloom)
(Intrapersonal-Gardner)