Materials: Samples of plants collected by students, field guides, and dichotomous key.
What structures do all plants have?
What parts of the plant can we use to tell the difference from one species to the next?
How are plants named?
What can we use to find the names of plants?
What types of plants stay green all year?
Why do some plants lose their leaves in the winter?
Take a walk around school grounds.
Have students put adult tube socks over their shoes and pants.
Students need to collect samples of leaves, seeds, cones, and flowers.
(Optional – Ask a few students to take pictures, especially the trees that students pull leaves from.)
When you go back into the school, have students remove the tube socks from their shoes.
Students need to draw pictures and write observations of what they discover on their socks.
For homework, instruct students to collect a few samples of leaves, seeds, cones, and flowers from their yards and bring them to school tomorrow.
Try to identify plants using field guides, dichotomous key, and/or Internet.
Draw pictures of samples in Science Journal and write the correct name beside each plant piece.
Make a list of the identified plants.
Divide the students into partners.
Divide the list of plants and assign plants to students to research. Research to identify if the plant is native to Virginia or invasive.
If the plant is invasive, where is it from and how did it get here?
Make a T-Chart labeled Native Plants and Invasive Plants and place on the wall.
Discourse – Discuss the items they found on their shoes on the previous day and what information that tells them (seeds/spores.) Students can show and discuss the items they found and identified. Add plants to the correct column (native or invasive.) If the plant goes in the invasive column, write where it is from beside of it and discuss in discourse.