Ontario Science and Technology Curriculum 1999 Strand: Life Systems Topic: Growth and Changes in Plants Grade: 3

Transcription

1 Teacher s Notes

2 Ontario Science and Technology Curriculum 1999 Strand: Life Systems Topic: Growth and Changes in Plants Grade: 3 Goggled Science, 2001 All rights reserved Developed by T. Tasker May be photocopied for classroom use. Further replication or commercial use is strictly prohibited. Overall Expectations: - demonstrate an understanding of the similarities and differences in the physical characteristics of different plant species and the changes that take place in different plants as they grow - investigate the requirements of plants and the effects of changes in environmental conditions on plants - describe ways in which plants are important to other living things, and the effects of human activities on plants Specific Expectations * All specific expectations are covered by this unit and are mentioned at the end of each activity. Materials Box four medium sized plants one pole bean plant two photocopy paper boxes masking tape marker cardboard mirror construction paper plasticine pipe cleaners (green, white, and orange) baking powder scissors glue stapler plastic sandwich bags (class set) paper towel lima beans egg carton soil kitty litter box Magic School Bus: Seeds (video tape Scholastic Inc., 2001) iplayground dirt books grass sod tweezers magnifier glass wool socks (students should provide) candle matches clear dome stop watch several small plants blueberries containers cotton balls popsicle sticks or spoons kettle clear 2L pop bottle gravel spray bottle thermometer The Lorax, by Dr. Seuss (ISBN )

3 Dear Parent or Guardian, We are beginning our first Science and Technology Unit, Life Systems, Growth and Changes in Plants. By the end of this unit, your child will: -demonstrate an understanding of the similarities and differences in the physical characteristics of different plant species and the changes that take place in different plants as they grow - investigate the requirements of plants and the effects of changes in environmental conditions on plants - describe ways in which plants are important to other living things, and the effects of human activities on plants. (As outlined in the Science and Technology Curriculum, Ministry of Education, 1999). For this unit your child will need to bring in a pair of old wool socks that they can wear over their shoes for an outside walk. We will be trying to pick up some seeds for exploration. Home Links: To help your child further their understanding in this science unit, here are some fun activities for you and your family. - go for a nature walk - visit a botanical garden - spend time in the garden together - make crafts with found nature items (such as sticks, fall leaves, dried flowers etc.) Happy adventures, Goggled Science, 2001

4 Growth and Changes in Plants Our New Science Words Grade 3 LSglossary covers: LS12:use appropriate vocabulary in describing their investigations, explorations, and observations (eg. stem, pistil, stamen, flower) Goggled Science, 2001

5 Growth and Changes in Plants Where do Plants Grow? We see plants everywhere we go. As a class let s make a list of all the places where we see plants growing. Write the list on your special notepad below (remember to use your commas). We see plants growing... In parks, gardens, school yards, farms, orchards, boulevards etc. There are three places where we grow food. The foods that are grown in these places are often called plant crops. Draw a picture of the three different places. FARM ORCHARD HOME GARDEN Wheat is grown in Saskatchewan Apples are grown in British Columbia Grade 3 LSactivity001 covers: LS19:describe various settings in which plant crops are grown (eg. Farms, orchards, home gardens) Goggled Science, 2001 At home we often grow food in our gardens to eat. What do you grow in your garden?

6 Growth and Changes in Plants As the Seasons Change As the seasons change, plants change too. Using pictures and words describe how you see the plants changing in each of the seasons. In the fall, plants disperse seeds. In the summer, plants make fruit. In the winter, plants are dormant. In the spring, plants bud, grow and bloom. Grade 3 LSactivity002 covers: LS4:describe, using their observations, the effects of the seasons on plants (e.g., leaf buds grow into leaves in the spring; leaves turn colour in the fall) Goggled Science, 2001

7 Growth and Changes in Plants What do plants need? **You can integrate a little bit of music by singing the songs.** ** It s best if you ask for plants that are significantly affected by a lack of sun and a lack of water. A neat fact to share with your students is that the poinsettia plant s leaves turn red naturally during winter when it gets less sunlight.** Purpose: To find out what plants need. Experiment 1: You are my sunshine ** If you know this song you may sing it with your class. Words and music by Jimmy Davis and Charles Mitchell Peer International Corporation 1940, 1970.** Materials 1) two plants 2) a box 3) water 4) masking tape 5) a marker Method: 1) Label one plant A and one plant B with the masking tape and the marker. 2) Draw a before picture of plant A and plant B. 3) Put plant A in the sunlight and water it daily. 4) Put plant B under the box and water it daily. 5) After 10 days draw an after picture of plant A and plant B. Before Plant A After Plant A Before Plant B After Plant B What happened? Plant B turned yellow and the leaves began to die. What do you think plants need? Sunlight.

8 Experiment 2: It s raining it s Pouring **It s raining, it s pouring, the old man is snoring, he bumped his head and went to bed and didn t wake up til the morning (nursery rhyme).** Method Materials 1) two plants 2) water 3) masking tape 4) marker 1) Label one plant A and one plant B with the masking tape and marker. 2) Draw a before picture of plant A and of plant B. 3) Put plant A in the sunlight and water it daily. 4) Put plant B in the sunlight BUT do NOT water it at all! 5) PREDICT how many days plant B will survive without any water. I PREDICT that plant B will survive days without any water. 6) After 10 days draw an after picture of plant A and plant B. Before Plant A After Plant A Before Plant B After Plant B What happened? The leaves became limp and wilted. What do you think plants need? Water.

9 Experiment 3: a LAB-yrinth Materials 1) a plant 2) a box (photocopy paper boxes are best) 3) three pieces of cardboard (two pieces should be the same width and height as the box) 4) water 5) mirror 6) tape Method 1) Cut a small window at one of the shorter ends of the box. 2) Cut rectangles out of two pieces of cardboard to make doors. 3) Tape the cardboard into the box dividing the box in thirds. One door should be on the left hand side and the other door on the right hand side. 4) With the third piece of cardboard build an angled covering for over the window. Place the mirror on the angled covering so that the sunlight is reflected into the box. 5) Place the box by the window with the angled covering facing the sunlight. 6) Be sure to place the lid over the box (the diagram shows the box without the lid) so that the only sunlight the plants receives is through the labyrinth. 7) Every few days look at what the plant is doing. What happened? The bean plant followed the sunlight through the maze. What do you think plants need? Sunlight. If you had a plant, how would you take care of it? Make a list of things you would do to make sure that your plant is healthy and happy. Grade 3 LSactivity003 covers: LS7:describe, using their observations, how the growth of plants is affected by changes in environmental conditions (eg. changes in light, soil) LS10:ask questions about and identify some needs of plants, and explore possible answers to these questions and ways of meeting these needs (eg. Predict how long a particular plant could go without water before its leaves started to droop) LS22:demonstrate awareness of ways of caring for plants properly (eg. Ensure that a plant has sufficient light and water). Goggled Science, 2001

10 Growth and Changes in Plants To be or not to be... ALIVE As a class let s make a list of what WE need to stay alive. Write the list down on your special notepad below. I need... food, water, sleep, oxygen, nutrients, minerals... to stay alive. What do you think plants need to stay alive? As a class let s make a list of what plants need. Write the list down on your special notepad below. Plants need... water, sunlight, carbon dioxide, minerals and nutrients from soil. to stay alive. Looking at the two lists that we have just made, how are WE and plants the same? Grade 3 LSactivity004 covers: LS21:compare the requirements of some plants and animals, and identify the requirements that are common to all living things (eg. the need for water and minerals) Goggled Science, 2001

11 Growth and Changes in Plants The Parts of a Plant You are made up of many different parts. You have eyes to see with, a nose to smell with, hands to write with and feet to run with. Plants have many different parts too. Let s label the different parts on the diagram below. Pistil Pollen Stamen Petal Stem Leaf Roots Materials: 1) construction paper 2) scissors 3) glue 4) plasticine 5) one green pipe cleaner 6) one orange pipe cleaner 7) four white pipe cleaners 8) baking powder note: colour of pipe cleaners may be exchanged for what is available. Activity 1 Let s Make a Flower Method: 1) Draw four big petals on the construction paper. 2) Cut the petals out and glue them together. 3) Put a ball of plasticine in the middle of your flower. 4) Use the green pipe cleaner to make a stem. 5) Use the orange pipe cleaner to make the pistil. 6) Use the four white pipe cleaners to make the stamens. 7) Put baking powder on the top of each stamen. 8) Walk around the class gently moving and shaking your flower. 9) What do you think the baking powder is supposed to be? Pollen

12 Activity 2 What do all these parts do? Match the part to the job it does for the plant. Remember to cut and glue nicely. Part Job Branch Flower Leaf Petal Pistil Pollen Root Seed Stamen Stem Grade 3 LSactivity005 covers: LS1:identify the major parts of plants (eg. seeds, stem, pistil) and describe their basic functions LS12: use appropriate vocabulary in describing their investigations, explorations, and observations (eg. stem, pistil, stamen, flower) Goggled Science, 2001

13 ** Photocopy for your students** A leaf is the green part growing from a stem or branch. It absorbs sunlight and makes the food for the plant. The stem is the main part of a plant that grows above the ground. It supports the plant like our bones support us. A flower is the part of a plant that grows the fruit or seed. The root is the main part of the plant that grows underground. It absorbs water, nutrients and minerals for the plant. Pollen is a dusty powder from stamens. It combines with eggs in the pistil to make seeds that grow into new plants. A petal is the part of a flower that gives the plant colour and shape. The colour attracts bees, who spread the pollen for the plants. A branch is the part of a tree that grows out of the trunk. The stamen is the male part of a flower, where pollen forms and gathers. The pistil is the female part of a flower, where the seeds and fruit form. The seed is the beginning of a new plant. A leaf is the green part growing from a stem or branch. It absorbs sunlight and makes the food for the plant. The stem is the main part of a plant that grows above the ground. It supports the plant like our bones support us. A flower is the part of a plant that grows the fruit or seed. The root is the main part of the plant that grows underground. It absorbs water, nutrients and minerals for the plant. Pollen is a dusty powder from stamens. It combines with eggs in the pistil to make seeds that grow into new plants. A petal is the part of a flower that gives the plant colour and shape. The colour attracts bees, who spread the pollen for the plants. A branch is the part of a tree that grows out of the trunk. The stamen is the male part of a flower, where pollen forms and gathers. The pistil is the female part of a flower, where the seeds and fruit form. The seed is the beginning of a new plant.

14 Growth and Changes in Plants Let s Sort it Out! ** Be sure to have the students cut out and take home the little note several days in advance. You may want to bring in your own nature discovery in case there is a limited number brought in.** We all brought in leaves, flowers, bark or seeds today. Let s meet at the carpet to share our nature discoveries. Write down your favourite nature discovery on your special notepad below. Be sure to include a picture. Draw it... Grade 3 LSactivity006 covers: LS2:classify plants according to visible characteristics (eg. type of tree bark, leaf shape, type of flowers) Goggled Science, 2001 ** Have students cut out the following box and take it home two or three days before you do LSactivity006.** Dear Parent or Guardian, For our next science activity, it would be appreciated if your child would bring in an interesting leaf, flower, piece of bark or seed they have found or enjoyed this fall. We will be using these items for a discussion about plant characteristics in class. Thank you.

15 Growth and Changes in Plants Let s Make a Book Materials: 1) the next four pages in our science booklet 2) two pieces of construction paper 3) scissors 4) a stapler Method: 1) Cut out along the outline of the next four pages in the science booklet. 2) Staple the four pages between the two pieces of construction paper. 3) Cut along the dividing lines. 4) Make up new and different plants. Different plant features help plants survive. What in your expert opinion would be the strongest plant that you could make in your new plant book? Grade 3 LSactivity007 covers: LS8:explain how different features of plants help them survive (eg. leaf structure, fibrous or tap root systems) Goggled Science, 2002

16 Echinacea has a cone for easy pollination by bees. Maple leaves have broad leaves to absorb lots of sunlight. Tap roots help plants drink water deep down in the soil. They also store nutrients for the plant. Examples of tap roots are:

17 Lillies are very colourful and have patterns to lead bees to the pollen. Oak trees have broad leaves to absorb lots of sunlight. Bulbs absorb water and nutrients for the plant. During the winter when the plant is dormant the bulb stores the nutrients so that when it becomes warmer the plant can grow again. Some examples are:

18 Dandelions create seeds with fluffy ends so that the wind can easily carry them. Ferns have lots of little leaves to absorb sunlight in shady places. Fibrous roots spread out helping the plant drink from a large area of soil. Fibrous roots help stop soil from eroding. Examples are:

19 Blue bells have lots of little flowers to increase the probability of pollination. The elm has a rough serrated leaf to protect itself from bugs. Our Plant Book Grade 3 LSactivity007 covers: LS8:explain how different features of plants help them survive (eg. leaf structure, fibrous or tap root systems. Goggled Science, 2001

20 Growth and Changes in Plants Exploring a Plant s Life Activity 1 Materials: 1) one lima bean 2) toothpick 3) magnifier Method: 1) Open the dry lima bean seed with a toothpick. 2) Use a magnifier to look inside. 3) Draw a picture of what you see. I spy with my little eye... Experiment 1 Materials: 1) five lima beans 2) two sheets of paper towel 3) one plastic bag 4) toothpick Method: 1) Fold the paper towel into quarters. 2) Wet the paper towel. 3) Place the five lima beans in the folds of the wet paper towel. 4) Place the paper towel and seeds into the plastic bag. 5) Seal the plastic bag so everything stays moist. 6) Place in your desk and wait two days. 7) On the second day take one of the seeds out. 8) Take it apart with a toothpick. 9) Draw what you see in the box labelled After two days. 10) Wait another two days. Take one seed out. Take it apart with a toothpick. Draw what you see in the box labelled After four days. 11) Wait another two days. Take one seed out. Take it apart with a toothpick. Draw what you see in the box labelled After six days.

21 I spy with my little eye... After two days... After four days... After six days... Experiment 2 Materials: 1) egg carton sections 2) masking tape 3) marker 4) soil 5) two lima bean seeds from experiment one Method: 1) Write your name on the masking tape with a marker. 2) Label your egg carton sections. 3) Put soil into your egg carton sections. 4) Plant your two lima bean seeds from experiment one. 5) Place your planted seeds in a sunny place. 6) Water your plant regularly. 7) Draw a picture of your plant every three days. I spy with my little eye... the shape of the leaves on my plant... After 3 days... After 6 days... After 9 days... After 12 days...

22 What attribute stayed the same on your plant? Position (the plant didn t move pots), shape (the leaf shape stayed the same), colour (the colour of the leaf stayed the same). What attribute changed on your plant? Size changed (However, the student could also argue that shape changed - a seed to a plant and that colour changed - again from a seed to a plant). What is an attribute we see changing in the fall on trees? Colour Do you think that the colour of a flower will change or stay the same? Stay the same most of the time. Grade 3 LSactivity008 covers: LS6:identify traits that remain constant in some plants as they grow (eg. leaf shape, leaf shape, leaf size, flower colour) LS9:design and conduct a hands-on inquiry into seed germination or plant growth LS13:record relevant observations, findings, and measurements, using written language drawings, charts and graphs (eg. produce a series of drawings to show a plant at different stages of development) Goggled Science, 2001

23 Growth and Changes in Plants Life Cycle As a class, we are going to watch The Magic School Bus: Seeds show ( Scholastic Inc., 2001) Let s label the two kinds of life cycles below. The life cycle of a plant from a seed Seed stage Germinated seed stage Full grown sunflower Stem and root stage Young seedling stage The life cycle of a plant from a bulb Reabsorbing stage: nutrients are absorbed back into the bulb Bulb stage: dormant during the winter Seedling stage Flower stage Grade 3 LSactivity009 covers: LS3:describe, using their observations, the changes that plants undergo in a complete life cycle (eg. from the germination of a seed to the production of flowers or fruit) LS5:compare the life cycles of different kinds of plants (eg. plants that grow from bulbs or from seeds) Goggled Science, 2001

24 Growth and Changes in Plants Why Plants are Good? On a hot summer day, why would you want to sit under a tree? To get some cool shade from the tree. On your special notepad write a poem about trees. My Tree Poem Materials: 1) kitty litter box 2) playground dirt 3) books 4) grass sod 5) water Experiment Method: 1) Fill the kitty litter box with the playground dirt. 2) Pile the books and place one end of the kitty litter box up on the books, so that the box is now on an angle. 3) Pour water from the top of the kitty litter box. 4) Write down what happens to the playground dirt. What happened: The playground dirt eroded in the path of the water.

25 5) Fill the kitty litter box with the playground dirt again. 6) Next place the piece of grass sod overtop. 7) Put the kitty litter box on an angle with the books again. 8) Pour water from the top of the kitty litter box. 9) Write down what happens... What happened: The playground dirt did not erode under the grass. The grass prevented erosion. What does erosion mean? A slow wearing, washing or eating away. The roots of plants help stop erosion. Grade 3 LSactivity010 covers: LS23:identify some functions of different plants in their local area (eg. trees provide shade; grass binds soil to prevent soil erosion). Goggled Science, 2001

26 Growth and Changes in Plants We Need Plants and Plants need us! Materials: 1) pair of large wool socks 2) tweezers 3) magnifier Experiment 1 Method: 1) Put the socks over your shoes. 2) Go outside and walk around a grassy area. 3) Come back inside and take off the socks. 4) Remove the stuff on your socks with the tweezers. 5) Examine the stuff with a magnifier. 6) Draw what you found in the box below. ** You can save time by having the students put their socks on over their shoes for recess. If you have a nature area close to the school, you can spend a morning or afternoon as a fun adventure walk.** I spy with my little eye... Do you think people help seeds travel? Yes.

27 As a class let s make a list of what helps seeds travel. Write the list down on your special notepad below. Blowing in the wind: Breezes catch seeds that have wings or silky parachutes. Air propels the seeds with twists and turns; slowing up their fall so they are carried further. Animal Droppings: Some animals swallow fruit whole. The seeds pass through their body and return to the ground in their droppings. Seed Pod Explosion: Seed pods burst, scattering seeds everywhere. Carried along by the wind, the seeds finally fall to the ground and take root. Animal Carriers: Animals bury seeds and sometimes forget about them. They drop seeds. The also catch barbed seeds in their fur, carrying the seeds far from the mother plant. Riding on Water: Rain moves seeds along the ground. Ponds, streams and other water sources wash floating seeds onto the shore. People Carriers: People plant seeds. They drop seeds when they eat outdoors. They also carry seeds on their shoes and clothing. Draw a picture of one way plants travel.

28 Materials: 1) candle 2) matches 3) clear dome 4) stop watch 5) small plant Experiment 2 Priestley s Experiment **Be careful about the moisture that the plant creates while under the glass cylinder. The moisture can put the candle out faster (compared to the control - which is supposed to be faster because it has less oxygen) and wreck the experiment.** Two hundred years ago, there was a scientist named Joseph Priestley. He was the first person to do the experiment we are about to do. Method: 1) Light the candle with the matches and put the clear dome on top. 2) Start the stop watch. 3) Write down what happened. 6) a MOUSE?! The flame slowly got smaller and then went out. The candle burned for: 4) Take the clear dome off and place it on top of the small plant. Leave it there for ten days. Let s make a tally: Tallying the days: 5) Light the candle with the matches and quickly place it under the clear dome with the plant. 6) Start the stop watch. 7) Write down what happened. The flame slowly got smaller and then went out The candle burned for: Should be longer. Why do you think the plant made a difference? The jar had stored up oxygen that the plant had made. Priestley did one more step than we will. He placed the plant and a live mouse under the clear dome. Both the mouse and the plant stayed alive. What do you think plants need? Carbon Dioxide. What do you think animals and humans need? Oxygen. Grade 3 LSactivity011 covers: LS20:describe ways in which plants and animals depend on each other (eg. plants provide food for energy, and animals help distribute pollen and seeds) Goggled Science, 2001

29 Growth and Changes in Plants How do we use Plants? As a class let s make a list of plant products we use everyday. Write the list on your special notepad below. wood, paper, clothing (cotton), rubber (the sap from rubber trees), medicine, food, colour dyes. Materials: 1) blueberries 2) a container 3) spoon or popsicle stick 4) hot water 5) cotton balls Experiment 1 Method: 1) Rinse the blueberries and put them into the container. 2) Squish and squash the blueberries. 3) Pour hot water over them. 4) Let it sit overnight. The next day... 5) Spoon out the blueberries. 6) Place the cotton balls into the mixture. 7) Let the cotton balls sit in the mixture for several hours. Several hours later... 8) Remove the cotton balls. 9) Wring out any extra dye. 10) Wash and rinse the cotton.

30 Take a plastic bag and place your dyed cotton balls in it. Then tape your bag below: What colour dye did you make? Purple. Different plants make different colours. Look at the home links to find out what other colours you could make. Home Links: At home you could do the same experiment but with goldenrod or beets. Grade 3 LSactivity012 covers: LS15:describe ways in which humans use plants for food, shelter, and clothing (eg. trees are used for building houses; cloth is made from cotton) LS17:identify the parts of a plant that are used to produce specific products for humans (eg. sugar, dyes, paper, cloth, lumber) and describe the steps in production. Goggled Science, 2001

31 Growth and Changes in Plants Building a Terrarium How do you think we grow plants in the winter? In greenhouses. During the cold winter months, plants grow in a building called a greenhouse. A greenhouse is not green, but has a glass roof and glass walls. It will let the sun in, but keeps the cold air out. Today we are going to build a small greenhouse, we call it a terrarium. Materials: 1) a 2L clear pop bottle with a flap cut out of it 2) gravel 3) potting soil 4) small plants 5) spray bottle 6) thermometer Method: 1) Lay the pop bottle on its side with the flap facing up. 2) Put a couple of handfuls of gravel into the pop bottle. 3) On top of the gravel, place a 2 cm layer of soil. 4) Plant your small plants. 5) Spray the plants with water from the spray bottle. 6) Place the terrarium in a warm, bright spot that is not in direct sunlight. 7) Check your terrarium everyday and spray the plants regularly. 8) Draw a picture of the terrarium. I spy with my little eye... Grade 3 LSactivity013 covers: LS14:communicates the procedures and results of investigations for specific purposes and to specific audiences, using drawings, demonstrations, simple media works, and oral and written descriptions (eg.make a graph that shows the number of kinds of trees found in different yards; design and construct a terrarium or garden that reproduces the conditions that they found to be requirements of specific plants). Goggled Science, 2001

32 As a class, let s read The Lorax, by Dr. Seuss Growth and Changes in Plants Pave Paradise and Put up a Parking Lot ( Big Yellow Taxi by Joni Mitchell 1970) We use trees for so many things. We use trees to make paper, to make houses, to make furniture and even to make your pencil. A long time ago loggers would cut down trees, but they would not plant new ones. What do you think started to happen? The trees would start to disappear and animals would lose their homes. Trees take a long time to grow. It is very important that if we cut a tree down that we plant a tree to replace it. Why is it important to replace trees? So that we always have trees to use and so that trees don t disappear. There are special places where people cannot cut down trees, hunt animals or fish. These places are called conservation areas, wildlife reserves and wetland sanctuaries. There are different names to describe different types of nature. Let s fill in the chart below so we know what kind of nature each name is protecting. Conservation area Wildlife reserves Wetland sanctuaries Protect local plants and animals. Protects bigger animals and their habitat from hunters. Protects the pond and marsh habitats and the animals that make it their home The Ontario Government has decided that they want to turn Bonfield Public School s soccer field into a conservation area. They have asked us to help them. We need to complete the following steps before the government starts building the Bonfield conservation area.

33 Step 1: Conservation areas protect local plants and trees. These plants in turn provide homes and food for many small animals and birds. How will we decide what kinds of plants to put in our conservation area? We should use local plants in our area. Step 2: How will people know that it s a conservation area? Put up a fence and a sign. Step 3: All conservation areas have rules. The rules are usually posted by the conservation area entrance. What will Bonfield conservation area rules be? Let s write them down on a special sign below. Bonfield Conservation Area Rules No litter bugs. Stay on the path. Don t feed the animals. We are finished all the steps and we are ready to give our suggestions to the Ontario Government. Grade 3 LSactivity014 covers: LS11: plan investigations to answer some of these questions or find ways of meeting these needs, and explain the steps involved LS14:communicate the procedures and results of investigations for specific purposes and to specific audiences, using drawings, demonstrations, simple media works, and oral and written descriptions (eg. make a graph that shows the number and kinds of trees found in different yards; design and construct a terrarium or garden that reproduces the conditions that they found to be requirements of specific plants) LS16:describe ways in which humans can protect natural areas to maintain native plant species (eg. establishing conservation areas, wildlife reserves, wetland sanctuaries) Goggled Science, 2001

34 Plant Certificate This certificate hereby certifies as a Grade 3 Plant expert. Principal Teacher Share your science booklet with at least one family member at home. After you have shared complete the following: 1) Cut out your Plant Certificate 2) Get the person you shared your science booklet with to fill out the form below, detach it and bring it back to school. C... shared their science booklet with the following family members: Parent s Signature Goggled Science, 2001

35 Growth and Changes in Plants Homework DUE: Name: We eat a lot of plants. Make a list of some of plants you and your family eat on your special notepad below. Bread comes from Plants? There is no such thing as a bread tree, but there is a plant called wheat. When wheat is ground up it is called flour and flour is used to make bread. Make a list of other things that don t look like plants when you eat them but have come from plants on your special notepad below.

36 We eat many different parts of plants. We eat roots, flowers, stems, leaves, seeds and sprouts. Think of plants where we eat the roots, the flowers, the stems, the leaves or the seeds. Make a list in the chart below. The different parts of plants roots flowers stems leaves seeds The plants we eat. Grade 3 LShomework001 covers: LS18:describe various plants used in food preparation (eg. vegetables, fruits, spices, herbs) and identify places where they can be grown Goggled Science, 2001

37 Growth and Changes in Plants Homework DUE: Name: We eat a lot of plants. Make a list of some of plants you and your family eat on your special notepad below. Bread comes from Plants? There is no such thing as a bread tree, but there is a plant called wheat. When wheat is ground up it is called flour and flour is used to make bread. Make a list of other things that don t look like plants when you eat them but have come from plants on your special notepad below. sugar, oats, corn syrup, maple syrup, spices.

38 We eat many different parts of plants. We eat roots, flowers, stems, leaves, seeds and sprouts. Think of plants where we eat the roots, the flowers, the stems, the leaves or the seeds. Make a list in the chart below. The different parts of plants roots flowers stems leaves seeds The plants we eat. carrots broccoli, cauliflower celery lettuce pumpkin Grade 3 LShomework001 covers: LS18:describe various plants used in food preparation (eg. vegetables, fruits, spices, herbs) and identify places where they can be grown Goggled Science, 2001

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