Plant Products

SOLS:
Resources
2.8 The student will investigate and understand that plants produce oxygen and food, are a source of
useful products, and provide benefits in nature. Key concepts include
a) important plant products fiber, cotton, oil, spices, lumber, rubber, medicines, and paper)!
b) the availability of plant products affects the development of a geographic area! and
c) plants provide homes and food for many animals and prevent soil from washing away.
ESSENTIAL KNOWLEDGE:
"n order to meet this standard, it is expected that students should be able to
comprehend that plants produce oxygen and food.
classify and identify the sources and uses of plant products, such as fiber, cotton, oil, spices,
lumber, rubber, medicines, and paper.
describe plant products grown in #irginia that are useful to people, including wood, fruits, and
vegetables. $ist and classify plant products.
compare and contrast different ways animals use plants as homes and shelters.
construct and interpret a chart illustrating the plant foods consumed by different animals.
construct and interpret a model that demonstrates how plants prevent soil erosion.
Lesson 1
%. "ntroduce the new unit& 'lant 'roducts. "n a bag, put items that are a part of plant products& ()ir,*
apple or a type of fruit), a shirt, spices, medicine bottle, rubber, paper. +ave students choose one
thing out of the bag until everything is pulled out. ,hile students are pulling things out pause to
tal- about the new unit. ,hat do you thin- we are studying. /et them to reali0e these are all
things that came from plants. 1nce the new unit is established included non2plant products into
the mix& nails, 3tyrofoam, etc. +ave students sort the items into plant products and non2plant
products.
2. Tal- about products from the gum of trees, from wood, from fruits and nuts, and from leaves or
bar-.
4. +and out the 'lant 'roducts 'ac-ets&
5. 1pen to Plant Resources& 'ose 6uestions& ,hat are some reasons plants are important to us.
3tudents will follow along, as it is read aloud, and then discuss as a group. +ighlight bolded
words to distinguish definitions.
7. " will as- 6uestions throughout&
+ave you ever thought about what your life would be li-e without plants.
,hy are plants important to life on 8arth.
,hat life needs do plants provide for people and animals.
,hy is oxygen important.
,hat would happen if we did not have plants on 8arth.
,hat else do plants provide.
,hat -inds of plants do people depend on in #) for food.
+ow do animals9 people depend on plants for shelter.
,ould you want to live in a world without plants. ,hy or why not.
:. Turn to the page entitled Agriculture Map o !A& discuss the foods, animals, and products that
come from plants that are in #). 'rovide students with the agriculture map of #) mat. ,hat do
you notice. ,hat are some trees and fruit you thin- of when you hear the word tropical. 8x.
'ineapple, mango, -iwi, palm tree. ,hy aren;t these in #).
<. "f time& =iscuss the animals that live in #)& bears, deer, rabbits, s6uirrels, etc. >sing chart in the
pac-et, show the types of plants that these animals eat& 8x& bears, deer eat berries9 s6uirrels eat
nuts9 rabbits, deer eat grass9 deer eat corn and so forth.
8. ?onclude and assess material by teacher observation and exit tic-et& =raw and label one plant
product and one non2plant product.
Lesson "
%. Review concepts taught the previous day& plants provide many uses and products, #) has specific
plant products we produce.
2. 8xplain the research they will be doing. They will choose one plant found in #) and research
what regions) it grows in, and the products that come from it. They will research using boo-s and
information provided.
4. =istribute Plant Products pac-ets.
5. Turn to the page entitled Plant Parts We Eat. @ill out the wor-sheet as the power point
discusses the parts of the plants we eat.
'ower'oint& 'lant 'roducts and Resources& R?'3 site
7. >sing the provided wor-sheet, discuss and complete W#at Are Our $lot#es Made %ro&' The
students should draw a line from the plant or animal to the clothing that is made from it.
:. =iscuss that plants can also be used for medicine. Read and discuss the wor-sheet entitled Plants
(elp )s* >sing colored pencils or crayons, color the pictures according to the code provided&
greenAsomething you eat, blueAsomething you can use.
<. ?onclude lesson with a review the concepts covered& plants are useful and many are grown in
#). ?onclude and assess material by teacher observation and successfully completing wor-sheets.
Writing ti&e: ,hat would the world loo- li-e without plants.
Lesson +
%. Review concepts taught in the previous lessons. +and out the 'lant 'roduct pac-ets.
2. +ave the students turn the page entitled Agriculture Map O !A* Review the products
grown in #).
4. +ave the children turn to the Map o !A and t#e products t#at co&e ro& !A. 2 sheets
in pac-et) They will need to color and cut out the products and glue it on the map of #).
?orn can be glued around the perimeter of the state)
5. @or early finishers, have them review the wor-sheet entitled Plant Parts We Eat and
underline the plants that are grown in #).
7. 1nce all children have completed the above activity, read T#e gi,ing Tree By 3hel
3ilverstein.
:. 1nce the story is read, have the students turn to the wor-sheet page entitled Plant
Products-Gi,ing Tree.
<. 8xplain to the children that the story will be re2read to them and they should listen for the
parts of the tree plant) that are then used as another product in the story. )s the story is
being read, discusses the plant parts, discuss what that part turns into as a product.)
3tudents will need to write this down on their papers.
8. "f there is time leftover, they will be able to color on the front of their pac-ets.
C. ?onclude and assess material by teacher observation and successfully completing
wor-sheets.
Lesson .
%. Review the concepts taught in previous lessons& 'lants are useful and provide many resources and
products. Dany of these plants are grown in #).
2. "ntroduce the concept that plants are useful for the environment by preventing erosion.
4. ?omplete the wor-sheet entitled Erosion* Read the passage on the importance of plants to
prevent erosion and have the students draw plant life around the pond.
5. )s a means to chec- for understanding and to assess the student;s understanding of the concept,
read and complete the wor-sheet entitled Trees Are )seul* ?olor all the pictures that show
things we get from trees or that are made from trees.
7. "f time allows or if students complete the activity early, they may complete the wor-sheet entitled
(oora/ %or Plants* ?ircle all the things made from plants.
:. 3end pac-ets home to study for T83T tomorrow.
Lesson 0
%. =istribute the privacy folders and cover sheets.
2. =istribute the tests and read each 6uestion to the students.
4. ,hen all tests are completed, collect tests.