The Plants Around Us

Curriculum Observation and identification of living things in the natural environment. 

1.5: Use language in various contexts to connect new experience eight what they already know (DLMB, PSI)

1.7: Use specialized vocabulary for a variety of purposes (DLMB, PSI)

13.3: select and use materials to carry out their own explorations (PSI)

13.4: Communicate results and findings from individual and group investigations (PSI) 

14.1: Ask questions about and describe some natural occurrences, using their own observations and representations (DLMB)

14.2: Sort and classify groups of living and non-living things in their own way (PSI)

14.3: Recognize, explore, describe and compare patterns in the natural and built environment (PSI)

21.5: Express their responses to visual art forms by making connections to their own experiences or by talking about the form (DLMB)

24.5: Communicate and record results and findings either individually or in groups (PSI)

29.4: Participate in environmentally friendly experiences in the classroom and the schoolyard (BC)

Context

The students search for and identify plants (i.e. types of trees, flowers) in the outdoor environment.

Materials

  • Plant Picture Identification Guide 
  • Basic diagram of the parts of a plant worksheet

Lesson
Introduction

  • Ask students to observe the different flowers and tree species in their outdoor environment.

Lesson

  • Using the Plant Picture Identification Guide, students will identify the types of plants they are observing. They should use their problem-solving skills to name the plants they observe by matching them to the ones on the Guide. 
  • Ask groups of students to share the number and types and plants they have been able to identify. 

Closure

  • Students can draw any plants they find particularly interesting. Ask them – why did this specific plant(s) seem special to you?

Extensions:

  • Introduce the main parts of a plant to students (i.e. petals, flower, stem, leaves, roots) using the basic diagram of the parts of the plant worksheet. Then ask them to identify these main plant features in the real plants they see around them. 
  • Lead discussions with students on why plants are important for us (humans) and for the natural environment (Earth). What are some key roles plants play? (i.e. plants provide food for us, flowers attract bees, flowers are pretty decorations etc.)