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Thank you for your purchase from In the Hands of a Child
Your Premiere Lapbook Provider since 2002!!
PlantsHOCPP 1003
Published: January, 2008
Authors:Katie KubeshNiki McNeilKimm 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.
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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 don’t 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 don’t 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 student’s 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 student’s 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.
Bringing Laughter and Learning TogetherIn the Hands of a Child
At In the Hands of a Child, we know how important hands-on learning is for students.Our Project Packs and Note Packs are not only educational, but fun and exciting too!To help you get started with your Note Pack, we have included some helpful tips!
What is Notebooking?Notebooking, what some call educational journaling, is taking information that one haslearned and experienced and recording it in a notebook or binder. Notebooking pagesmay include drawings, copywork, interviews, maps, narrations, pictures, reports,timelines, and much more!
What are the benefits of Notebooking?There are too many to list! Students who incorporate notebooking into their curriculumincrease their artistic skills, comprehension skills, listening skills, narrating skills,organization skills, and more. Notebooking allows students the ability to create andexpress themselves in a much better way than worksheets or other monotonousactivities can do. Students who notebook have an instant scrapbook or portfolio of theirstudies for instant review of materials learned as well as a way to show off their work!
What is a Note Pack?A Note Pack from In the Hands of a Child includes all the information, activities, andgraphic templates needed for your student to complete a notebook on a particular topic!Inside this Note Pack (and all of our Note Packs) you will find a Research Guide,Activity Questions, and Notebooking Pages. All of the key concepts in the ResearchGuide will correlate to the Activity Questions, which can be answered on theNotebooking Pages.
What steps do we need to follow to complete a Note Pack?Read through the entire Research Guide first and then complete the Activities andNotebooking Pages, or break your study up and read a section of the Research Guideand then complete the Activities and Notebooking Pages! Vocabulary words in theguide are always in bold the first time they appear in the reading, which makes aperfect time to stop and work on the Vocabulary activity! Just like our Project Packs,Note Packs are easily adaptable to fit the needs/skill level of you and your students!
What supplies do I need?You will need paper in different white or multi-colors (depending on your student'spreference), a notebook or binder to put your student's notebooking pages in, and yourstudent's favorite writing and coloring tools.
I have a Note Pack, NOW what?
We hope you are delighted with your new purchase and we'd like to share a few tipswith you that we have found to be beneficial to other customers.
Here is a brief introduction to our product layout.
Table of Contents Guide Core Concepts Graphics
Each Note Pack starts with a Table of Contents and is followed by a Research Guide. TheResearch Guide contains all of the lessons needed to complete the activities laid out in achapter-like format. This format helps to build students' listening, reading, and comprehensionskills. Included in the Research Guide is a Bibliography, which also makes a great resource forfinding information for any rabbit trails you may choose to follow during your study. Relatedbooks and websites are also included in the Research Guide.
Next, you will find a list of core concepts to be covered during the study, each of the concepts isrepresented by a Note Pack Activity and a graphic template. Each graphic template or NotePack Activity helps students take bite-sized pieces of information learned in the Research Guideand complete a notebooking activity to record and retain that information. If you implementgraded assignments in your curriculum, the list of concepts will be essential for you, theparent/teacher, to know what to test the student on. Under each concept you will find anyinstructions for each of the graphic templates.Reproducible graphics for the templates follow. You may want to make a copy of each graphicfor each student completing the unit.
Note Packs from In the Hands of a Child make great stand-alone unit studies or can easily beadded as a supplement to an existing curriculum. When using as a stand-alone product werecommend completing 2-3 activities per session (30-45 minutes). Start by reading 2-3 sectionsof the Research Guide and then complete the corresponding Note Pack Activities. Each activitycorrelates to each section of the Research Guide.
Vocabulary and Timeline activities do not have to be completed in one day. Vocabulary wordscan be learned throughout the entire study. We recommend that your student learn a few newvocabulary words each day or learn them as they appear in the Research Guide (all words inbold are vocabulary words). We also recommend Timeline activities be completed a little eachday. Choose the vocabulary words and time periods you are going to add to your vocabularypages or timelines as you read them in the Research Guide.
Should you have any questions, please do not hesitate to contact us. We are here to help youBring Laughter and Learning Together in the Hands of YOUR child!
Niki can be reached at [email protected] can be reached at [email protected] can be reached at [email protected] or 1-866-HANDS-01
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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 provide…they 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 student’s 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 units…there 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 difficult…you 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:_____________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
8 | P a g e
Table of Contents
Planning Guide Page 9
Related Reading Page 11
Bibliography Page 12
Activity Instructions Page 13
Folder Instructions Page 18
Sample Picture Page 19
Research Guide Page 21
The Plant Kingdom Page 21
Plant Classification Page 21
Plants That Make Seeds Page 22
Plants That Do Not Make Seeds Page 22
Plant Anatomy Page 23
Plant Structure Page 24
Plant Reproduction Page 26
Plant Life Cycles Page 28
Photosynthesis Page 28
Plants Uses Page 29
Vocabulary Page 31
Reproducibles Page 33
Answer Key Page 81
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Vocabulary Words
Guide Reading
Complete ActivitiesContinue Activities
Day 1BiologySpecies
PlantsThe Plant KingdomPlant Classification
2 - Naming Plants3 - Angiosperms, Monocots,
and Dicots 1 - Vocabulary
Day 2
AngiospermMonocot
DicotGymnosperms
SporesLeaf
Plants That Make SeedsPlants That Do Not Make
Seeds
4 - Gymnosperms5 - Seedless Plants
1 - Vocabulary
Day 3
FruitTaproot
Fibrous root systemXylem
PhloemTuberRoots
Plant Anatomy – Roots, Stems, Leaves*Leaf Anatomy
6 - Roots, Stems, and Leaves7 - Types of Leaves
1 - Vocabulary
Day 4
Simple LeafPetiole
Compound LeafOvule
GerminateSeedsStem
Plant Anatomy*Seeds
8 - Plant Anatomy9 - Absorbing Water
1 - Vocabulary
Day 5
PollinatorHerbaceous
WoodyFlower
Plant Anatomy – Flowers, Fruits
Plant Structure
10 - Flowers and Fruits11 - Herbaceous and Woody
Plants1 - Vocabulary
Day 6Organelle
ChloroplastPlant Cells
Plant Tissues12 - Adult Tissues 1 - Vocabulary
Day 7
CloningStamenCarpelPollen
FertilizationProthallus
Plant Reproduction13 - Plant Reproduction
14 - Flowering Plants and Conifers
1 – Vocabulary
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Have student complete vocabulary words slotted for each day from activity 1, then read the sections of the guide slotted for the day and any extra books you have on the topic. Finish up each day by having them complete the activities scheduled for
that day. NOTE: Items marked with a * are in text-boxed areas in the guide.
**This activity (20) will be continued for one month.
Day 8AntherStigmaEmbryo
PollinationFertilization
15 - Pollination and Fertilization
16 - Anatomy of a Flower1 – Vocabulary
Day 9DroppingsHerbivore
*Traveling Seeds17 - Those Traveling Seeds
18 - Investigating Seeds1 – Vocabulary
Day 10AnnualBiennial
Perennial
Plant Life Cycles*Records
19 - Things Plants Must Have20 - Do Plants Really
Need…?**1 – Vocabulary
Day 11
PhotosynthesisStomateOxygen
Carbon dioxideChlorophyll
Plant Life CyclesPhotosynthesis
21 - How Long Do They Live?22 - Chlorophyll
23 - Steps of Photosynthesis1 – Vocabulary
Day 12
EdibleFiber
TextileNatural Resource
Transpiration
RepirationTranspirationPlant Uses
24 - Respiration and Transpiration
25 - How Are Plants Useful?1 – Vocabulary
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RELATED BOOKS AND WEBSITESRelated Project Packs from In the Hands of a Child:Ecology HOCPP 1010Botany HOCPP 1116In the Garden: Flowers and Insects HOCPP 1164Arbor Day HOCPP 1144Forest Habitats HOCPP 1099Grassland Habitats HOCPP 1093Rainforest Habitats HOCPP 1095
50 Words About Plants by David Armentrout101 Great Science Experiments: A Step-by-Step Guide by Neil ArdleyA Seed in Need: A First Look at the Plant Cycle by Sam GodwinBerries, Nuts, and Seeds by Diane BurnsCarnivorous Plants by Rebecca L. JohnsonThe Everything Kids’ Nature Book by Kathiann M. KowalskiThe Everything Kids’ Science Experiments Book by Tom RobinsonExperiments with Plants by Salvatore TocciFrom Pinecone to Pine Tree by Ellen WeissFrom Seed to Plant by Allan FowlerFrom Seed to Sunflower by Gerald LeggIncredible Plants by Lesley DowThe Magic School Bus Plants Seeds: A Book About How Living Things Grow by Joanna ColeParts of a Plant by Wiley BlevinsPhotosynthesis: Changing Sunlight into Food by Bobbie KalmanPlants: Make it Work! Science by Andrew Haslam, Claire Watts, Alexandra ParsonsPlants on the Trail with Lewis and Clark by Dorothy HinshawPlant Parts by Louise Spilsbury and Richard SpilsburyPlant Projects for Young Scientists by Salvatore TocciPlants That Never Ever Bloom by Ruth HellerSeeds, Stems, and Stamens by Susan E. GoodmanThe Tiny Seed by Eric Carle
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BIBLIOGRAPHYBurnie, 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: Barron’s 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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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. Animalia (Animals)2. Plantae (Plants)3. Fungi (Fungus Organisms)4. Protista (Protists)5. Monera (Monerans)
THE PLANT KINGDOMWhat 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 CLASSIFICATIONPlants 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 plant’s 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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Thank you for your purchase fromIn the Hands of a Child
Your Premiere Lapbook Provider since 2002!!
PlantsHOCPP 1003
Published: January, 2008
Authors:Katie KubeshNiki McNeilKimm Bellotto
For information about other products available from In the Hands of a ChildCall 1-866-426-3701 or visit our website at www.handsofachild.com.
Entire contents of this Project Pack © 2007In the Hands of a Child.3271 Kerlikowske Road
Coloma, MI 49038
Permission is hereby granted to the individual purchaser to reproduce student materials in thisproject pack for noncommercial individual or classroom use only. In the Hands of a Child givespermission 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 orworkshops 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 orsystem wide reproduction of materials.
Printed in the USA.
3 | P a g e
Bringing Laughter and Learning TogetherIn the Hands of a Child
From the day we first began using and creating Project Packs we fell in love withthem. We knew that this type of hands-on learning experience was just the thingthat was needed to make boring unit studies not only educational but fun andexciting too!
To help you get started with your Project Pack, we have included some of themost 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 researchguide needed to complete the activities. Imagine your child not only learningabout the life cycle of a butterfly, but also creating a cocoon of his or her own.Students don’t just read the story, Blueberry Sal by Robert McCloskey- theyenjoy a “blue day” complete with a recipe for blueberry pancakes, making a“blue” collage, and don’t 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! Thepossibilities are endless when your student begins a lapbook with a Project Packfrom In the Hands of a Child. There are no age or skill limits and any topic orsubject can be worked into a Project Pack.
When you purchase a Project Pack from In the Hands of a Child, all the work isdone for you-the parent/teacher, but not for the student. In addition, ProjectPacks are easy to store, are an instant review tool, scrapbook, and a ready-madeportfolio of all your student’s studies.
How do I make a Project Pack?A Project Pack is simply a file folder refolded into a shutter-style book. Open afile folder flat, fold each side into the middle and crease the fold neatly. Thereyou have it!
What supplies do I need?You need file folders, paper in different colors and weights*, your student’sfavorite coloring tools, tape, glue, scissors, and a stapler.
*For a more colorful and appealing Project Pack, it is suggested you print someof the reproducible graphics on colorful, multi-purpose paper. We recommend24# weight or cardstock.
4 | P a g e
I have a Project Pack, NOW what?
We hope you are delighted with your new purchase, we’d like to share a few tipswith you that we’ve 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 activitieslaid out in a chapter-like format. This format helps to build students’ listening,reading, and comprehension skills. Included in the Research Guide is aBibliography, which also makes a great resource for finding information for anyrabbit trails you may choose to follow during your study. Related books andwebsites are included in the Research Guide.
Next, you will find a list of core concepts to be covered during the study, each ofthe concepts is represented by a graphic organizer or template. Each graphicorganizer or template helps students take bite-sized pieces of informationlearned in the Research Guide and complete a hands-on activity to help retainthat information. If you implement graded assignments in your curriculum the listof concepts will be essential for you, the parent/teacher, to know what to test thestudent on. Under each concept you will find the folding instructions for each ofthe graphic organizers or templates. Each one has a corresponding activitynumber to make following along easy.
Reproducible graphics for the graphic organizers and templates follow. You maywant to make a copy of each graphic for each student completing the unit. Aninstruction sheet for folding file folders and photos of sample lapbooks areincluded in the back section of each Project Pack. If you and your students arevisual learners you will find the folder instructions and sample photos quitehelpful.
Project Packs from In the Hands of a Child make great stand-alone unit studiesor can easily be added as a supplement to an existing curriculum. When using asa 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 Guideand then complete the corresponding hands-on activities. The hands-onactivities correlate to each section in the Research Guide.
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Vocabulary and Timeline activities do not have to be completed in one day.Vocabulary words can be learned throughout the entire study. We recommendthat your student learn a few new vocabulary words each day or learn them asthey are written in the Research Guide (all words in bold are vocabulary words).We also recommend Timeline activities be completed a little each day. Choosethe vocabulary words and time periods you are going to add to your vocabularybooks 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 thegraphics a day or two before beginning the lapbook and store them in a zip-topbag. It is also helpful to have all materials organized before beginning. All ofour early childhood Project Packs include a full supplies list on one of the veryfirst pages!
Your student’s completed Project Pack does not have to look like the photofeatured at the end of the Pack. The photo is simply a reference to help youunderstand the folds and the process of putting the file folder together. If you runout of room or things do not fit, add another file folder or an extension! Allowchildren to take an active role in designing the layout of their project so that itbecomes personal for them. The personalizing of their projects aids in thereinforcement of the study.
Your students may choose to attach the various activities to their folders as eachone is completed or they may choose to wait until all activities are completed andthen attach them to the file folder. If you choose to do the latter, simply store theactivities in a zip-top bag, expandable file, or folder until you are ready toassemble them in a file folder.
Should you have any questions as you go about your study please do nothesitate to contact us, we are here to help you bring laughter and learningtogether in the Hands of Your Child!!
Niki, Kimm, and Katiewww.HandsofaChild.com
Niki can be reached at [email protected] or 1-866-HANDS-01Kimm can be reached at [email protected] can be reached at [email protected]
6 | P a g e
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 bestlesson for your student. At first glance, some might just skip over an activitybecause they feel it is too easy or too difficult for their student. We want you touse all the activities we provide…they are easily adaptable!
For example, if you have a PK-3 student the vocabulary activities might bedifficult for him or her to complete. Here are some tips to help you adapt theactivities that require your student to write:
1. Have your student dictate vocabulary words and their meanings as youwrite 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 linesfor 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 youknow it your preschooler will be telling others what those words mean!
5. Contact us. We would be happy to give you ideas for adapting specificunits 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 ProjectPack seems too easy? Try it anyway; just change things up a bit to suit yourstudent’s grade level and skill. Here are some tips to help you adapt theactivities to make them a little more difficult:
1. In addition to writing down vocabulary words and their meanings, ask yourstudent to use the word in a sentence; either verbally or written.
2. Give your student one hour (or reasonable time frame) to research thetopic on his or her own either online or at the library. Give your student aset 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 relatedsubject to learn about.
4. Take a look at some of our preschool units…there is a lot of clipart relatedto each topic included. Have an older student cut these out and write astory or play about the pictures.
5. Contact us. We would be happy to give you ideas for adapting specificunits to a grade level.
These are just few ways you can adapt a Project Pack to meet the needs of yourstudent. Let your student be the judge if something is too easy or toodifficult…you just might be surprised!
7 | P a g e
The Website links we have included in our guides are references we found thatcontain relevant information. However, the sites are not owned or maintained byIn 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 relevantsite, please let us know. Thank you.
Educator Notes:_____________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
8 | P a g e
Table of Contents
Planning Guide Page 9
Related Reading Page 11
Bibliography Page 12
Activity Instructions Page 13
Folder Instructions Page 18
Sample Picture Page 19
Research Guide Page 21
The Plant Kingdom Page 21
Plant Classification Page 21
Plants That Make Seeds Page 22
Plants That Do Not Make Seeds Page 22
Plant Anatomy Page 23
Plant Structure Page 24
Plant Reproduction Page 26
Plant Life Cycles Page 28
Photosynthesis Page 28
Plants Uses Page 29
Vocabulary Page 31
Reproducibles Page 33
Answer Key Page 81
9 | P a g e
VocabularyWords
GuideReading
Complete ActivitiesContinueActivities
Day 1BiologySpecies
PlantsThe Plant KingdomPlant Classification
2 - Naming Plants3 - Angiosperms, Monocots,
and Dicots1 - Vocabulary
Day 2
AngiospermMonocot
DicotGymnosperms
SporesLeaf
Plants That Make SeedsPlants That Do Not Make
Seeds
4 - Gymnosperms5 - Seedless Plants
1 - Vocabulary
Day 3
FruitTaproot
Fibrous rootsystemXylem
PhloemTuberRoots
Plant Anatomy – Roots,Stems, Leaves*Leaf Anatomy
6 - Roots, Stems, and Leaves7 - Types of Leaves
1 - Vocabulary
Day 4
Simple LeafPetiole
Compound LeafOvule
GerminateSeedsStem
Plant Anatomy*Seeds
8 - Plant Anatomy9 - Absorbing Water
1 - Vocabulary
Day 5
PollinatorHerbaceous
WoodyFlower
Plant Anatomy – Flowers,Fruits
Plant Structure
10 - Flowers and Fruits11 - Herbaceous and Woody
Plants1 - Vocabulary
Day 6Organelle
ChloroplastPlant Cells
Plant Tissues12 - Adult Tissues 1 - Vocabulary
Day 7
CloningStamenCarpelPollen
FertilizationProthallus
Plant Reproduction13 - Plant Reproduction
14 - Flowering Plants andConifers
1 – Vocabulary
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Have student complete vocabulary words slotted for each day from activity 1, thenread the sections of the guide slotted for the day and any extra books you have onthe topic. Finish up each day by having them complete the activities scheduled for
that day.NOTE: Items marked with a * are in text-boxed areas in the guide.
**This activity (20) will be continued for one month.
Day 8AntherStigmaEmbryo
PollinationFertilization
15 - Pollination andFertilization
16 - Anatomy of a Flower1 – Vocabulary
Day 9DroppingsHerbivore
*Traveling Seeds17 - Those Traveling Seeds
18 - Investigating Seeds1 – Vocabulary
Day 10AnnualBiennial
Perennial
Plant Life Cycles*Records
19 - Things Plants Must Have20 - Do Plants Really
Need…?**1 – Vocabulary
Day 11
PhotosynthesisStomateOxygen
Carbon dioxideChlorophyll
Plant Life CyclesPhotosynthesis
21 - How Long Do They Live?22 - Chlorophyll
23 - Steps of Photosynthesis1 – Vocabulary
Day 12
EdibleFiber
TextileNatural Resource
Transpiration
RepirationTranspirationPlant Uses
24 - Respiration andTranspiration
25 - How Are Plants Useful?1 – Vocabulary
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RELATED BOOKS AND WEBSITESRelated Project Packs from In the Hands of a Child:Ecology HOCPP 1010Botany HOCPP 1116In the Garden: Flowers and Insects HOCPP 1164Arbor Day HOCPP 1144Forest Habitats HOCPP 1099Grassland Habitats HOCPP 1093Rainforest Habitats HOCPP 1095
50 Words About Plants by David Armentrout101 Great Science Experiments: A Step-by-Step Guide by Neil ArdleyA Seed in Need: A First Look at the Plant Cycle by Sam GodwinBerries, Nuts, and Seeds by Diane BurnsCarnivorous Plants by Rebecca L. JohnsonThe Everything Kids’ Nature Book by Kathiann M. KowalskiThe Everything Kids’ Science Experiments Book by Tom RobinsonExperiments with Plants by Salvatore TocciFrom Pinecone to Pine Tree by Ellen WeissFrom Seed to Plant by Allan FowlerFrom Seed to Sunflower by Gerald LeggIncredible Plants by Lesley DowThe Magic School Bus Plants Seeds: A Book About How Living Things Grow byJoanna ColeParts of a Plant by Wiley BlevinsPhotosynthesis: Changing Sunlight into Food by Bobbie KalmanPlants: Make it Work! Science by Andrew Haslam, Claire Watts, AlexandraParsonsPlants on the Trail with Lewis and Clark by Dorothy HinshawPlant Parts by Louise Spilsbury and Richard SpilsburyPlant Projects for Young Scientists by Salvatore TocciPlants That Never Ever Bloom by Ruth HellerSeeds, Stems, and Stamens by Susan E. GoodmanThe Tiny Seed by Eric Carle
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BIBLIOGRAPHYBurnie, 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: Barron’s 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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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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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. Animalia (Animals)2. Plantae (Plants)3. Fungi (Fungus Organisms)4. Protista (Protists)5. Monera (Monerans)
THE PLANT KINGDOMWhat is the difference between plants and animals?Well, for one, plants do not move around likeanimals do. Although plants may not travel, theirseeds sure do!
Another important difference between plants andanimals is that most plants make their own foodthrough a process called photosynthesis. Plantsgrow on land, in fresh water, and in salt water. Themore than 400,000 different plant species play animportant role; without plants, most life would notexist! Plants provide oxygen, food, shelter, andmuch more.
PLANT CLASSIFICATIONPlants are divided into two groups: 1) plants that make seeds and 2) plants thatdo 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 scientistsall over the world to study plants using the same language. The first part of aplant’s 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 beginswith a capital letter and is written in italics. The genus is followed by the name ofthe species, which always begins with a lowercase letter, and is also written initalics. For example, Rosa bracteata is the classification for the McCartney Rose.
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