Observing and Sketching Plant Parts (K-12)

 

Observing and Sketching Plant parts

          This lesson was originally done with 1st and 2nd graders. However it can be easily adapted to any grade level.

Objective: Students will closely observe a variety of plants and identify the stems, leaves, flowers, seeds, roots. They will be able to tell a general explanation of the parts function. They will be able to see and describe the differences between plants based off of the different parts.

Rationale: This accompanies a life cycle and needs unit on plants. Other lessons are being taught about the function of each part. These lessons are intended to make the student observe the different parts at a magnified level, singular level, and as a whole of the plant.

 

Day 1: Bring a plant with all its parts to class. Have students do a simple sketch of the plant. Together label the basic parts of the plant. Generate a poster of what students know about each part and their jobs.

 

Day 2:  Give each student 5 pieces of paper (single sided reused paper), a sharpened pencil, and a magnifying glass. They will also need a clipboard or other hard portable surface for writing on. Take them into a forest area and have them choose one plant. It can be a tree, bush, flower, etc. They cannot change plants once theyíve started. If students choose the same plant they need to be on different sides of it.  Once everyone is settled they need to do 5 sketches of the plants leaves. The sketches can be a magnified image, a single leaf, and the entire leaf area. They need to label the sketches with their name and the word leaf.

 

When they get back to the classroom they may choose their favorite sketch and color it in. Create a mural with the leaf pictures. They need to save their other sketches. Discuss how the leaves look different and similar to each other have kids find leaves that look similar and leaves that look different. Provide students with a brief description of leaves job.

 

Day 3:  Repeat day two with the focus being on stems.

 

Day 4: Repeat day four with the focus being on the plantís flowers and seeds. Students may need to look their plant up in a book if there is no flowers or seeds present.

 

Day 5: Give each student a piece of white paper. Have them stand it tall and draw a line across it about a third of the way down. Have them draw their plant on top of the line. Review what they know about the jobs of roots. If they didnít know that roots give support and supply nutrients tell them so. Have them draw what they think the area and roots look like under their plant.

 

Day 6: Repeat day two only let the students sketch their entire plant.

 

Day 7-10- Students will use their sketches to create a plant with all its parts. They may paint it, draw it, build it with clay, or build it with miscellaneous supplies. It must have all the basic parts present.

 

Rubric:

4- Students final presentation will show all the basic parts of their plant with great detail. The job that the part does will be evident from clues or details added in. Students will use stickies to label the parts and give a brief description of the parts job.

 

3- Students final presentation will show all the basic parts of their plant some detail. Students will use stickies to label the parts and give a brief description of the parts job.

 

2- Students final presentation will show all the basic parts of their plant without much detail. AND/OR Students labels and/or descriptions were mostly correct.

 

1- Student did not include all the basic parts and was unable to identify the parts in writing or verbally nor describe the parts job.

 

 

 

 

 

 

 

 

  

 

 

 

 

 

   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Making an effort to increase student learning by integrating  art will help children gain meaningful context to their lives.