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Thank you for your purchase from In the Hands of a Child Your Premiere Lapbook Provider since 2002!!

Plants
HOCPP 1003 Published: January, 2008

Authors: Katie Kubesh Niki McNeil Kimm Bellotto

For information about other products available from In the Hands of a Child Call 1-866-426-3701 or visit our website at www.handsofachild.com. Entire contents of this Project Pack 2007 In the Hands of a Child. 3271 Kerlikowske Road Coloma, MI 49038

Permission is hereby granted to the individual purchaser to reproduce student materials in this project pack for noncommercial individual or classroom use only. In the Hands of a Child gives permission 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 or workshops 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 or system wide reproduction of materials. Printed in the USA. 2|Page

Bringing Laughter and Learning Together In the Hands of a Child

From the day we first began using and creating Project Packs we fell in love with them. 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 and exciting too! To help you get started with your Project Pack, we have included some of the most 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 research guide needed to complete the activities. Imagine your child not only learning about the life cycle of a butterfly, but also creating a cocoon of his or her own. Students dont just read the story, Blueberry Sal by Robert McCloskey- they enjoy a blue day complete with a recipe for blueberry pancakes, making a blue 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! The possibilities are endless when your student begins a lapbook with a Project Pack from In the Hands of a Child. There are no age or skill limits and any topic or subject 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, Project Packs are easy to store, are an instant review tool, scrapbook, and a ready-made portfolio 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 a file folder flat, fold each side into the middle and crease the fold neatly. There you 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 some of the reproducible graphics on colorful, multi-purpose paper. We recommend 24# 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 tips with 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 activities laid out in a chapter-like format. This format helps to build students listening, reading, and comprehension skills. Included in the Research Guide is a Bibliography, which also makes a great resource for finding information for any rabbit trails you may choose to follow during your study. Related books and websites are included in the Research Guide. Next, you will find a list of core concepts to be covered during the study, each of the concepts is represented by a graphic organizer or template. Each graphic organizer or template helps students take bite-sized pieces of information learned in the Research Guide and complete a hands-on activity to help retain that information. If you implement graded assignments in your curriculum the list of concepts will be essential for you, the parent/teacher, to know what to test the student on. Under each concept you will find the folding instructions for each of the graphic organizers or templates. Each one has a corresponding activity number to make following along easy. Reproducible graphics for the graphic organizers and templates follow. You may want to make a copy of each graphic for each student completing the unit. An instruction sheet for folding file folders and photos of sample lapbooks are included in the back section of each Project Pack. If you and your students are visual 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 studies or can easily be added as a supplement to an existing curriculum. When using as a 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 Guide and then complete the corresponding hands-on activities. The hands-on activities correlate to each section in the Research Guide. 4|Page

Vocabulary and Timeline activities do not have to be completed in one day. Vocabulary words can be learned throughout the entire study. We recommend that your student learn a few new vocabulary words each day or learn them as they 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 vocabulary books 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 the graphics a day or two before beginning the lapbook and store them in a zip-top bag. It is also helpful to have all materials organized before beginning. All of our early childhood Project Packs include a full supplies list on one of the very first pages! Your students completed Project Pack does not have to look like the photo featured 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 run out of room or things do not fit, add another file folder or an extension! Allow children to take an active role in designing the layout of their project so that it becomes personal for them. The personalizing of their projects aids in the reinforcement of the study. Your students may choose to attach the various activities to their folders as each one is completed or they may choose to wait until all activities are completed and then attach them to the file folder. If you choose to do the latter, simply store the activities in a zip-top bag, expandable file, or folder until you are ready to assemble them in a file folder. Should you have any questions as you go about your study please do not hesitate to contact us, we are here to help you bring laughter and learning together in the Hands of Your Child!!

Niki, Kimm, and Katie www.HandsofaChild.com Niki can be reached at Niki@HandsofaChild.com or 1-866-HANDS-01 Kimm can be reached at Kimm@HandsofaChild.com Katie can be reached at Katie@HandsofaChild.com

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Adapting a Project Pack to Fit the Needs of Your Student

Adapting a Project or Research Pack is key to ensuring that you provide the best lesson for your student. At first glance, some might just skip over an activity because 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 be difficult for him or her to complete. Here are some tips to help you adapt the activities that require your student to write: 1. Have your student dictate vocabulary words and their meanings as you write 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 you know it your preschooler will be telling others what those words mean! 5. Contact us. We would be happy to give you ideas for adapting specific units to a grade level. On the other hand, some of the activities may seem too easy for your student. Does your 5th grade level student want to learn about butterflies, but the Project Pack seems too easy? Try it anyway; just change things up a bit to suit your students 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 your student to use the word in a sentence; either verbally or written. 2. Give your student one hour (or reasonable time frame) to research the topic on his or her own either online or at the library. Give your student a set 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 related subject to learn about. 4. Take a look at some of our preschool unitsthere is a lot of clipart related to 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 specific units to a grade level. These are just few ways you can adapt a Project Pack to meet the needs of your student. Let your student be the judge if something is too easy or too difficultyou just might be surprised!

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

Educator Notes:_____________________________________
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Table of Contents
Guide The Plant Kingdom Plant Classification Plants That Make Seeds Plants That Do Not Make Seeds Plant Anatomy Plant Structure Plant Reproduction Plant Life Cycles Photosynthesis Plants Uses Vocabulary Activity List Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14 Activity 15 Activity 16 Page 10 Page 10 Page 10 Page 11 Page 11 Page 12 Page 13 Page 15 Page 17 Page 17 Page 18 Page 20 Page 24 Page 29 Page 35 Page 36 Page 38 Page 39 Page 40 Page 44 Page 45 Page 46 Page 49 Page 50 Page 51 Page 52 Page 53 Page 55 Page 56 8|Page

Activity 17 Activity 18 Activity 19 Activity 20 Activity 21 Activity 22 Activity 23 Activity 24 Activity 25 Folder Instructions Sample Pictures

Page 58 Page 62 Page 64 Page 66 Page 68 Page 69 Page 70 Page 73 Page 74 Page 77 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. 2. 3. 4. 5. Animalia (Animals) Plantae (Plants) Fungi (Fungus Organisms) Protista (Protists) Monera (Monerans)

THE PLANT KINGDOM

What is the difference between plants and animals? Well, for one, plants do not move around like animals do. Although plants may not travel, their seeds sure do! Another important difference between plants and animals is that most plants make their own food through a process called photosynthesis. Plants grow on land, in fresh water, and in salt water. The more than 400,000 different plant species play an important role; without plants, most life would not exist! Plants provide oxygen, food, shelter, and much more.

PLANT CLASSIFICATION Plants are divided into two groups: 1) plants that make seeds and 2) plants that do 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 scientists all over the world to study plants using the same language. The first part of a plants 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 begins with a capital letter and is written in italics. The genus is followed by the name of the species, which always begins with a lowercase letter, and is also written in italics. For example, Rosa bracteata is the classification for the McCartney Rose.

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PLANTS THAT MAKE SEEDS There are two types of plants that make seeds: 1) Angiosperms are true flowering plants that have the ability to produce seeds which are enclosed within their fruit. They are divided into two groups: Monocot plants that produce seeds with one food part and have leaves with parallel veins. Examples of monocots include grasses, palms, lilies, and orchids. Dicot plants that produce seeds with two food parts and have leaves with branching veins. Dicots include oak trees, roses, broccoli, and tomatoes. 2) Gymnosperms produce exposed or naked seeds and have no flowers. Their seeds are usually found on the surface of cones. Most gymnosperms are evergreens and have needlelike leaves. Examples of Gymnosperms include yews, gingkoes, pines, juniper, spruces, firs, and other conifers.

How do plants reproduce without seeds?

Ferns, mosses, liverwort, and horsetail are all seedless plants. Seedless plants produce spores, many on a parent plant. When the spores ripen, the parent plant releases the spores and they grow into a very small heartshaped prothallus. The prothallus produces sperm and egg cells. When water is present, the sperm cells swim to the egg cells and fertilize them. Fertilized egg cells become an embryo, which grows into a new plant, called a sporophyte.

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

PLANTS THAT DO NOT MAKE SEEDS There 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 true roots, stems, or leaves and need a moist place to live and grow. 2) Ferns have true roots, stems, and green leaves. They also need a moist place to live and grow. 11 | P a g e

PLANT ANATOMY
There are two main organs to every plant: the roots and the shoot. The shoot of the plant includes the stem, leaves, flowers, and fruit. The different parts of a plant help it get the things it needs in order to survive. ROOTS The roots of a plant are the parts that grow underground. The roots have three jobs: Support the plant by anchoring it in the ground. Suck up nutrients and water from the soil. Store sugar and starches for the plant

Plants can have one of two types of root systems: 1) a taproot system (like carrots), or 2) a fibrous root system (like grass).

STEMS The 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 flowers attached. 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 from the soil are transferred from the roots through xylem cells. Food made in the leaves is transported through the phloem cells. Store food and water. Storage stems are called tubers. Leaf Anatomy There are different types of leaves and leaf parts on plants including: veins blade petiole stipule - midrib
Parts of a Leaf

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SEEDS
LEAVES The leaves are where a plants food is made. Leaves come in many shapes and sizes and are divided into two types:
Most plants reproduce through seeds. A seed is a fertilized ovule, or plant egg that makes a new plant grow. Seeds can start growing as soon as they leave a plant or may take weeks or months to germinate. Both flowering plants and conifers reproduce through seeds. Beans, which are dicots, are seeds that are easy to examine. On the outside is the testa or seed coat which protects the embryo that is inside the seed. The hilum is also on the outside. The hilum is the little mark you can see in the curve of the seed. This is where the young seed was attached to the mother plant. On the inside of a bean seed you will find: The cotyledons which provide food for the embryo of a mature seed.

1) Simple leaves are single leaf blades connected to the stem by the petiole. 2) Compound leaves are made up of separate leaflets 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, are important to plants because they help the plant make seeds. The petals have the job of helping to attract insects that are pollinators, while the other parts of the flower are the reproductive organs of the plant. FRUIT The 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 and helping to spread them out.

The radicle which is the root of the embryo and will eventually be the roots of the plant that the seed will become. The hypocotyl is what will become the stem of the new plant. The plumule is what will become the true leaves of the plant. As a plant grows the cotyldons look like leaves, but they are not true leaves. The epicotyl (not all seeds have and epicotyl, but bean seeds do) is what the top of the embryo is called. It holds the plumule.

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PLANT STRUCTURE Plants are one of two types: Herbaceous plants have soft, green stems. These plants usually just last a year and then die back to the ground. This category of plants includes annual flowers, perennial flowers, vegetables, and houseplants. Woody plants have hard stems. This type of plant does not usually die back to the ground during the winter. Woody plants include trees, fruit trees, and flowering trees.

Parts of a Seed

PLANT CELLS Plant cells are organized into structures called organelles, each with a specialized function. Many plants have a special organelle called chloroplast. Chloroplasts have the structures that make it possible for the plant to go through the process of photosynthesis. PLANT TISSUES Plant tissues are made up of many cells that work together to perform the same task for the plant. Embryonic tissues are made up of immature cells. The main function of embryonic tissues is to grow and divide into other types of tissue. The embryonic 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 certain function. There are three types of adult tissues: 1) Protective tissues make up the epidermis of the outer covering of the plants roots, stem, and leaves. 2) Vascular tissues are the xylem and the phloem. These are the conducting vessels of plants, made up of a series of microscopic tubes through which water, mineral salts, and nutrients flow. 3) Fundamental tissues are the parenchyma, collenchymas, and the schlerenchyma. These tissues help with the production and storage of nutrients inside the plant. They make up the largest parts of the plants body.

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PLANT REPRODUCTION
Plants reproduce in two different ways: 1) Asexual reproduction is cloning. During this reproduction process, a piece of a plant roots or sprouts and grows into a new plant that is genetically identical to the original plant. 2) Sexual reproduction is when a new plant is formed that has the genetic material from two other plants that are not genetically identical. Flowering Plants Flowering plants make their seeds through flowers. Flowers have a male part called the stamen and a female part called the carpel. First, a flower attracts a pollinator to carry the pollen from one plant to another. The seed head of the flower ripens and the seeds fall out to the ground. When the soil around the seed becomes warm and moist, a young plant begins to grow until it matures and produces one or more flower heads. Conifers Conifer seeds are made in cones. Most conifers have a male cone containing pollen and a female cone containing ovules. The pollen fertilizes the ovules and they become seeds. Wind usually carries the pollen from the male cones to the ovules of the female cones. POLLINATION The male part of the flower, called the stamen, produces pollen for the plant. The pollen travels through anthers from the stamen to the stigma, which is the flower part that catches the pollen. Pollen is moved from plant to plant by pollinators, which are water, wind and animals, including people. Some flowers are specific colors and shapes, or have special markings, designed to attract pollinators.

TRAVELING SEEDS

Did you ever wonder how the dandelions in your backyard keep spreading all over the place? Even though they do not pack a suitcase, seeds are wonderful travelers! They can often travel for many miles. How? There are four main ways seeds find new places to grow. People help seeds find new homes everyday. Some seeds are a little sticky and catch on peoples shoes, socks, and pants. When people move around, the seeds fall off in a whole new place. Another way that people help seeds travel is by selling them. We can buy seeds that have been packaged in a country very far away and plant them right in our own backyard.

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FERTILIZATION The transferring of pollen from one flower to another is not the end of the reproduction cycle for a plant. It is more complicated than that! After some pollen has landed on the stigma, it sprouts a tube. The tube grows down inside a slender shaft, called the style, which connects the stigma to the ovary. This tube allows the male plant cells to fertilize the female plant cells. When an ovule has been fertilized, it develops into a seed and contains a plant embryo.

Animals help seeds travel in much that same way as people do. Seeds cling to animal fur and are dropped off in new places. Some animals actually carry seeds from one place to another. For example, squirrels will often bury seeds and then forget about them. The seeds then grow into plants. Another way that seeds travel by animal is when an animal eats a fruit or vegetable. The seeds from the food come out in their droppings.

Parts of a Flower

Wind can pick up very light seeds. The wind carries the seeds to places far from the flower from which they fell. An example of the wind carrying seeds is the dandelions in your backyard. Have you ever made a wish and blown on the white fluffy part of a dandelion? The white fluffy parts of dandelions are actually seeds that can float away on the lightest breeze. Water, too, is a great vehicle for seeds. Some fruits can float for miles on streams, rivers, and even the ocean. Rain can cause seeds to drift away and end up in a completely different place than where they started.

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PLANT LIFE CYCLES

Just like people, plants need certain things in order to grow. The basic things that plants need are air, water, soil, and sunlight. Without these things a plant will die. Plants have different ranges of life spans and can be divided into three groups: Annual plants, like marigolds and petunias, grow, bloom, and die in less than one year. Biennial plants, such as the mullein and hollyhocks, live for two years. In its first year, a biennial builds up its food reserves and leaves. In its second year it uses the food reserves to make flowers and seeds before it dies. Perennial plants, like roses and some daisies, live, grow, and produce flowers for many years. PHOTOSYNTHESIS Almost all plants make their own food using sunlight in a process called photosynthesis. Photosynthesis is very important to people because it is the process that is responsible for the oxygen we breathe. Plants can carry out the process of photosynthesis because of a substance they have called chlorophyll. Chlorophyll is a green pigment that makes plants and algae green. Photosynthesis works only in the green parts of the plant.

Records
The smallest plant on Earth is the rootless duckweed. This flowering plant is about 0.01 inches (0.3 mm) across.

The largest plants in the world are conifer trees. The giant sequoia trees of California reach over 310 feet (95 m) high.

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. 17 | P a g e

Respiration The photosynthesis process makes sugars containing carbon, oxygen, and hydrogen. When the plant is ready to use the energy, it breaks it down in a process called respiration. Transpiration A plant takes water in through its roots and releases it through the pores of the underside of its leaves. This process is called transpiration.

Onions contain a mild antibiotic that: Fights infections Soothes burns Tames bee stings Relieves the itch of athletes foot

PLANT USES
Plants are helpful and even necessary for humans. Without plants, people could not live. Some of the things plants provide to people include:

The most important thing about plants is that they supply oxygen. When people breathe in oxygen, their lungs change it into a gas called carbon dioxide. We breathe out carbon dioxide when we exhale. Plants breathe in carbon dioxide and change it to oxygen. When plants exhale, they provide us with the oxygen that we need to survive! Sounds tricky, but it really isnt. Another important thing that plants provide people is food. Many plants have edible parts. When we think of eating plant parts we usually think of fruits and vegetables that come from the flower of the plant, but did you know that seeds come from flowers too? Sunflower seeds are a great example. The big yellow flowers of the sunflower produce hundreds of seeds that we can cook and eat! Other seeds that people eat include peas, peanuts, and beans. We can also eat the leaves of some plants, such as lettuce, spinach, and cabbage. The roots of certain plants are also edible. Carrots, beets, and potatoes are all roots. Stems like celery taste great too! IMPORTANT NOTE! Some plants can be poisonous to people! Never eat anything that you are not sure is a healthy source of food.

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

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One of the wonderful things that people have learned to use plants for is clothing. Many different are used to make cloth. The most common is cotton. All parts of the cotton plant are useful, but the fiber of the plant is the most valuable because we use it to make cloth. The cloth is then cut into patterns and sewn together to make clothing and other textiles. Many dyes are also made from plants. In earlier times plants were the main source of dyes. Tea, berries, onions, and certain flowers are used to make dyes.

Trees are a part of the plant family and they provide wood, a very important natural resource. We use wood to make furniture, paper, pencils, and many other things. Most importantly, we use wood to build homes. Most buildings have wood in part of the structure. Even brick buildings 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 trees home. Trees provide shelter for both people and animals. Another significant use for wood is fuel. Campfires in the great outdoors and fireplaces in homes are examples of wood serving as fuel. Burning wood 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 seeds Herbaceous: 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 20 | P a g e

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 WEBSITES

Related Project Packs from In the Hands of a Child: Ecology HOCPP 1010 Botany HOCPP 1116 In the Garden: Flowers and Insects HOCPP 1164 Arbor Day HOCPP 1144 Forest Habitats HOCPP 1099 Grassland Habitats HOCPP 1093 Rainforest Habitats HOCPP 1095 50 Words About Plants by David Armentrout 101 Great Science Experiments: A Step-by-Step Guide by Neil Ardley A Seed in Need: A First Look at the Plant Cycle by Sam Godwin Berries, Nuts, and Seeds by Diane Burns Carnivorous Plants by Rebecca L. Johnson The Everything Kids Nature Book by Kathiann M. Kowalski The Everything Kids Science Experiments Book by Tom Robinson Experiments with Plants by Salvatore Tocci From Pinecone to Pine Tree by Ellen Weiss From Seed to Plant by Allan Fowler From Seed to Sunflower by Gerald Legg Incredible Plants by Lesley Dow The Magic School Bus Plants Seeds: A Book About How Living Things Grow by Joanna Cole Parts of a Plant by Wiley Blevins Photosynthesis: Changing Sunlight into Food by Bobbie Kalman Plants: Make it Work! Science by Andrew Haslam, Claire Watts, Alexandra Parsons Plants on the Trail with Lewis and Clark by Dorothy Hinshaw Plant Parts by Louise Spilsbury and Richard Spilsbury Plant Projects for Young Scientists by Salvatore Tocci Plants That Never Ever Bloom by Ruth Heller Seeds, Stems, and Stamens by Susan E. Goodman The Tiny Seed by Eric Carle

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BIBLIOGRAPHY
Burnie, 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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Activities and Instructions

VOCABULARY 1. 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 included with this activity to complete the fold. Write one word and its definition per card. Store cards in pocket folder. PLANT CLASSIFICATION 2. In what language are plants scientifically named so that scientists all over the world can easily communicate about them? How are the genus and species written? Using an encyclopedia, a good plant identification guide or The Plant Press at http://www.plantpress.com/dictionary, look up these three 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 prompts beneath them.

THE PLANT KINGDOM

3. Tell what each of the following are: Angiosperms, monocot, and dicot. Fold Instructions: Over and Under Book -- Follow the illustrated instructions included with this activity to complete the fold. Describe each of the listed terms under 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 fold small 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 tie with a string, ribbon, yarn, etc Open up and write the four types of plants inside.

PLANT ANATOMY
6. What are the functions of the roots, stem, and leaves of a plant? Fold Instructions: Envelope Accordion Follow the illustrated instructions included with this activity to complete the fold. Use one envelope per item. Use back 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 the flaps and describe the type of leaf from the cover. 24 | P a g e

8. Label the basic parts of a plant. Fold Instructions: Mini Poster No folding necessary; simply mount to lapbook. 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 that the tabs all line up one after the other. Answer each prompt on the tabs on the corresponding page. The Experiment Supplies 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 per glass- 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 in another 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 and glue to back of bottom piece. Open each flap using small tabs and write answer beneath. 11. What are the differences between herbaceous and woody plants? Fold Instructions: Concept Book Cut on dotted line to create two flaps. Fold flaps 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. List one type per section. 25 | P a g e

PLANT REPRODUCTION
13. What are the two ways that plants reproduce? Briefly describe each. Fold Instructions: Shaped Shutter Fold back tabs on cover pieces and glue to back of main template to create flaps that open like shutters. Write answers inside. 14. What is the difference between flowering plants and conifers? Fold Instructions: Pop-up Book Follow the illustrated instructions included with this activity to complete the fold. Explain the difference between the two types of plants. 15. Describe the process of pollination and fertilization for plants that make seeds. Fold Instructions: Matchbook Fold large sections in half then fold narrow section up to close like a matchbook. Write answer inside. 16. Label the anatomy of a flower Fold Instructions: Pocket and Cards Fold back tabs on sides and bottom of pocket 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 sets of pages as you need. Glue the tab of one set to back of poster behind suitcase. Add more pages by gluing tab to the back of the last page in the set. Cut away any unused pages. 18. Conduct a seed investigation. Describe what you have observed then label the parts of a seed. Fold Instructions: Card Book Fold in half like a greeting card and attach cover label. Label the parts of the bean seed and write down the highlights 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 to examine the insides. You are looking at a plant embryo!

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PLANT LIFE CYCLES

19. List the four things that plants need to survive. Fold Instructions: Diamond Book Follow the illustrated instructions included with this activity to complete the fold. Do NOT cut off points. Attach labels to outsides 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 where indicated using brads, ribbon, yarn, etc Use the lined side of each page to write down your observations and the blank side to draw pictures of what you see. 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 each bag Place 3 staples side by side horizontally approximately 2-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. Swing covers open and write answers beneath. PHOTOSYNTHESIS 22. How does chlorophyll work? Fold Instructions: Flip Flap Book Fold right section over center section, fold left section over center section, then fold top section down so that title remains on 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 and fasten with a brad. Write one step per page. 27 | P a g e

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 answer beneath.

PLANT USES
25. Describe at least six ways that plants are useful to humans. Fold Instructions: Slash Pocket Follow the illustrated instructions included with this activity to complete the fold. Write one thing per card (use both sides if necessary) 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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