Plant Identification
Initial Publication Date: August 3, 2009
Summary
In this investigation, students will use the school courtyard to identify plants native to Minnesota, including both trees and wildflowers. They will record the common name, scientific name, and several important features of the plant.
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Learning Goals
-Students will identify different plants that are native to MN
-Students will learn the common name, scientific name, and important features of each plant.
-Students will learn the common name, scientific name, and important features of each plant.
Context for Use
This is an activity appropriate for 3-5 grade students. Access to native MN plants is necessary. The lesson will take approximately 1 hour.
Description and Teaching Materials
1. Review Taxonomy from previous day's lesson to narrow the focus to native MN plants.
2. Hand out plant identification sheet to pairs of students (see below).
3. Students will match pictures on handout to actual plants in the Courtyard.
4. Once identified, students will record the common name, scientific name, and up to five important facts or observations about the plant. Some information will be written by the teacher on cards and posted by the plant. Students may use the given information and/or make observations on their own (sketching the plant or shading with appropriate colors is one option for this).
5. Students will pair up and share their notes and observations.
6. Students will write a reflection in their journal.
2. Hand out plant identification sheet to pairs of students (see below).
3. Students will match pictures on handout to actual plants in the Courtyard.
4. Once identified, students will record the common name, scientific name, and up to five important facts or observations about the plant. Some information will be written by the teacher on cards and posted by the plant. Students may use the given information and/or make observations on their own (sketching the plant or shading with appropriate colors is one option for this).
5. Students will pair up and share their notes and observations.
6. Students will write a reflection in their journal.
Teaching Notes and Tips
- This is the second in a three-part series of lessons.
- Other trees/plants may be added or substituted for those below, depending on the area we are studying.
- A Double-bubble map (used in the assessment) is an alternative to a Venn Diagram. It is one of David Hyerle's 8 "Thinking Maps". Information about Thinking Maps can be found at the following website: http://thinkingmaps.com/why_thinking_maps.php
- Other trees/plants may be added or substituted for those below, depending on the area we are studying.
- A Double-bubble map (used in the assessment) is an alternative to a Venn Diagram. It is one of David Hyerle's 8 "Thinking Maps". Information about Thinking Maps can be found at the following website: http://thinkingmaps.com/why_thinking_maps.php
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Assessment
Students will complete the plant identification sheet using information posted in the courtyard. Students are required to have the common name, the scientific name, and at least three accurate notes or observations.
They will also write a journal reflection about the lesson (what was interesting about the lesson, what did you learn, etc.) and will complete the following:
- Pick two of the native plants we studied. What are identifying characteristics of each? Compare and contrast these plants using a double bubble map. You may use the posted information as well as characteristics you observed.
They will also write a journal reflection about the lesson (what was interesting about the lesson, what did you learn, etc.) and will complete the following:
- Pick two of the native plants we studied. What are identifying characteristics of each? Compare and contrast these plants using a double bubble map. You may use the posted information as well as characteristics you observed.
Standards
3.4.1.1.2 Living things are diverse with many different characteristics that enable them to grow, reproduce and survive.