1. The document describes a learning activity where children independently arrange cut-out plant parts on a felt board to learn about plant structure. 2. The activity allows children to touch and move the parts to learn the location of each part and reinforce that the root is below ground while the stem, leaves and flowers are above ground. 3. By physically arranging the parts, children engage in constructive learning and develop small motor skills while learning the names and functions of the root, stem, leaves and flowers.

1. Plant parts
:Background Information
Children see plants
around them every day.
They ask many questions
about plants such as how
they can eat, live, and
ECED 4080 Creating
breath. From this task
Materials for Use by
children will become
Young Children
aware of the plant parts
Learning Task: Plant
and begin to describe
parts puzzle
the functions of each
:Description
.plant part
Children work
Student Learning
independently to put the
:Outcomes
plant parts in their right
:Science
place on a felt board.
Identifies the parts of .1
Cutouts from "felt"
a plant (root, flower,
materials are used to
stem, leaves) and
stick directly on the
.describes their functions
board that is covered
Prerequisite Concepts,
with black felt. The child
:Skills, & Values
rearranges the parts
Follows class routines .1
until he can put each
for selecting, using and
.part in the correct place
returning individual
:Age group
.learning tasks
to 6 4
Small muscle control .2
:Subject area
.to hold the parts
Science
Recognizes the .3
:Subject Strand
location of each part
Life Science
Learning Theory &
:Subject Topic
:Instruction Strategies

2. The activity follows .1 parts and putting them
the constructivist theory .in their places
of learning that the child The activity provides .2
learns about the plant the opportunity for the
parts by actually building child to move the parts
the plant from its parts and rearrange them to
themselves. It is based .get them in right place
upon cognitive approach A child engages in this .3
because the child links activity when they are
this learning with able to construct a
.previous experience mental image the whole
The teacher .2 .plant parts
demonstrates the Introduction of the
learning task for the :Learning Task
child initially, and then Show the child how to .1
the child works on his remove the activity
.own board from the shelf
Child will work with .3 noting the placement of
materials that appeal to .each item
the sense and that can Take the learning task .2
be touched, moved to an open space at a
.about and rearranged .table
Students Characteristics Demonstrate how to .3
:Accommodated take the small parts out
Accommodating .1 from the small box, and
linguistic and spatial arrange them on the
intelligences was .board
considered in the design :Preparation
of this activity as Cut out the plant parts .1
students enjoy using the coloured parts
organizing the plant on an A4 template and
make sure the felt

3. colored matches with :Enrichment Activities
each part (red or pink for Child can draw the .1
the flower, green for the plant parts in the art
leaf and stem, brown for .corner
.(the root The teacher can use .2
Cover the board with .2 the cards with plant
.black felt parts names with felt
Tools and Equipment backing for the advance
:Needed .children
.Part template sheet .1 Child can use play .3
Felt materials of 4 .2 dough to form the whole
different colors .plant parts
red or pink, brown,) :Assessment Techniques
.(black, and green Children use a self- .1
x 40 cm hard 30 .3 correction method as
.board the part edges stay
.Scissors .4 .together
Black marker and .5 Instructor observes .2
.small box the children while
:Checklist of Tray Items working and provides
.A board .1 .feedback
Plastic zip-lock bag or .2 Instructor examines .3
box containing the plant .the finished product
.parts Instructor asks the .4
:Extension Activities child to name the plant
Child could be asked .1 .parts and their function
to arrange the plant :Feedback Suggestions
parts from the top to How can you decide .1
bottom or from the where this part should
.bottom to top ?go
Make a song about .2
.the plant parts

4. What are the benefits .2 :Vocabulary
of the (root, flower, stem Whole body of plant
?(and leaf parts, root, stem, leaf
Now try arranging .3 and flower
them from the top to :References
.bottom References for the
:Evaluation Rubric :Rubric
Does not sort the .1 Sue Hathway, Science
parts; does not name Rubric, Child Care
.plant parts Centre, Sultan Qaboos
Begin to sort the .2 .University
parts; identifies by name References of the
many plant parts; begins :multiple intelligences
to use key words to It is my idea (Sanaa AL-
describe the function of .(Malki
.some parts of the plant Comments, Hints, &
Recognizes plant .3 :Suggestions
parts; names plant parts; Store the parts in the .1
describe their function in plastic bag to save them
sim .from dust
ple :Key Words
sen Plant, parts, stem, roots,
ten root, leaves, leaf, flower,
ces arrange, rearrange and
. .board
.4
Re
cog
nize all the parts;
describe their function in
more complex
.sentences

5. Flower ‫وردة‬
Stem ‫ساق‬
Roots ‫جذور‬
Root ‫جذر‬
Leaves ‫أوراق‬
Leaf ‫ورقة‬