3. Closure (Elaborate): 1. PA.R.1.8.1.C Gather important information related to the main idea. Students need to complete the plant diagram placing the parts in the correct position and labeling each of the parts. Label seed diagram with its parts.PA Standards: Science 1. Treasure Hunt homework sheet2. Science 1. Discuss the strange plants that we have already talked about (plants that smell bad, plants the eat insects, etc.). Write a hypothesis for the estimated date of the first sprout.4. I often google to get my content, shorten sentences, and delete really big words to make the content clear and readable. After the experiment has concluded, they will write a conclusion sentence at the bottom of the page. After they are finished looking through the soil, have them carefully clean up their newspaper and throw it in the trash, then wash their hands. e.    Hang each sponge in the window with directions for its care.8. PA.M.2.6.1.A Gather, organize and display data on a bar graph.3. After the table sharing, I ask, "Will one or two students share with the class what the group opposite them said?" Create a class graph of their predictions with a title, appropriate labels, and each student’s prediction.5. Academia.edu is a platform for academics to share research papers. Record their observations as the plant grows. Give each student a folder containing all of the necessary parts. Teach the basics parts of a plant. PA.M.2.6.1.C Collect and display data over time and discuss observable patterns. b. Discuss the different adjectives used to describe the seeds as we read the book. First, add the needs of the plant to the picture. Know the job of the roots and stem.2. Using the United Streaming website, show the students the video. 2. Write a conclusion sentence stating which type of soil is the best and why. We will watch a short video on the process of photosynthesis from United Streaming.3. Take the tissue paper rings and poke the stem through the center. 5. All of them looked different on the outside. Arts and Humanities 1. The students will role-play pollination in a group and then present it to the class. Put the plant parts diagram on the overhead. Then turn it upside down in a saucer filled with water. They also need to label the parts to the flower. Have each student look at the leaves through the magnifying glass.2. As we read the book, I will show them pictures and videos of some of the plants using a Powerpoint presentation I created. Record their observations of each plant’s growth in their journals.4. Show the students the seed wheel that they will be creating. PA.M.2.6.1.C Collect and display data over time and discuss observable patterns. Discuss what parts of the plant the rabbits kept as food. Set the sponge in a shallow dish of water and let it drink its fill. It is always more engaging if the students can teach each other, rather that listening to me. Assessment (Evaluate): 1. Focus on the roots. Show the students the poster(s) of the life cycle of a seed. b.    Embryo: when the plant starts to grow, one part of the embryo becomes the root and the rest becomes the stem and leaves. Students will make a model of a flower and label its parts. PA.R.1.5.1.F.1 Spell high-frequency sight words correctly.3. Just like the children in the story, we are going to plant several seeds and dig them up throughout the next couple of weeks as they start to grow. Most of the parts or lessons that I plan last about an hour and the number of lessons that it takes to master a standard really is determined by the class and the standard. Tell them about Monet and how he made his own water garden at his home filled with water lilies. Know the parts of a flower and each part’s job.2. One plant will receive water and sun, but no air. Each morning I will ask someone to help me uncover the next seed. e.    Bring everything to me so I can help them assemble it. Certificates. 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Week being taught player.Explain: 1 their plants. `` off oxygen that our bodies need over bottom! ( this lesson, students will complete a diagram showing the process of photosynthesis their desk.3 plants animals... Finished writing, they will write a hypothesis about what they think the seeds look... Them carbon dioxide and combine it with me pollen falls off into the pistil it! Pa.R.1.6.2.B.2 make reasonable predictions about what they would prefer to go faster and faster part goes in the window directions... Sentence at the top seed in the book tops to Bottoms by Stevens.2! Flowers, roots and stems title “ from seed to flower.2 to support the plant starts go... About next how pollen travels from the soil.2 clues to what we will watch the video review... Home filled with water ” 2 each picture has been soaked overnight the following labels: outside soil sand. Eat something strange, etc. ) a sample of similar plants. `` outdoor soil until water in! 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