plant life: a teacher's guide

7/28/2019 Plant Life: A Teacher's Guide

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Plant LifeTeacher’s Guide



This Teacher ’s Guide was developed by the

Center for Informal Science Education at the

Florida Museum of Natural History/University of Florida under

Innovation and Improvement Project Grant #90YD0206 from the

U.S. Department of Health and Human Services,

Administration for Children and Families, Office of Head Start.



Plant Life Table of Contents

PageTeacher Background Information 1 Materials List 5Experiences

1 Introduction to Plants 102 Plant Parts 12 3 What Is a Seed? 14 4 Where Do Seeds Come From? 165 From Seed to Plant 18 6 Planting Seeds 207 We Eat Plant Parts 22 8 Growing Plants Without Using Seeds 249 Plants Need Water 2610 Plants Grow Toward Light 2811 Where Does Our Food Come From? 3012 Stems 32 13 A Closer Look at Leaves 3414 Flowers 3615 Trees Are Plants 38 16 Other Things We Get From Plants 40 Take-Home Kit Information/Experience Card 42



Plant LifeTeacher Background Information

What is the focus of this guide?This guide ocuses on the ascinating world o plants. Through books and other

print materials, and exploration o actual plants, children will identiy plants as

living things, examine the parts o plants, experiment with what plants need to

live and grow, and appreciate the importance o plants to people and other livingthings.

What science concepts are covered in this guide?There are many dierent kinds o plants.

Plants are living things that need water, light, nutrients, and air to survive, and

can move, grow, and reproduce.Plants have dierent parts, each with special unctions.

Plants provide people with ood, shelter, and other products.

Gardening and arming are methods o growing plants.

What are plants?There are more than 350,000 dierent species o plants on Earth. Tiny green

mosses, exotic Venus y traps, and immense redwood trees are all classifed as

plants. Given this diversity, what characteristics do plants share?

Most importantly, plants are living things. Plants need water, light, nutrients,

and air to grow and survive. Like other living things, plants also are capable o

movement. Plants will move toward a light source. A dramatic example is the

sunower.

One characteristic that distinguishes plants rom most other living things is the

ability to make their own ood. This process is called photosynthesis. During

photosynthesis, plants use the energy rom sunlight to convert carbon dioxide



Teacher Background InformationPlant LifeMany plants have fowers that produce seeds to make new plants. Flowers

themselves are composed o several parts. Young children can readily learn

to identiy the petals, which are actually brightly colored leaves, and, on some

plants, pollen.

How do plants reproduce?Plants reproduce in a variety o ways. Flowering plants reproduce through

pollination. Pollen is transerred rom the male part o the plant to the emale

part o a ower on the same or a dierent plant. Ater pollination, the plant

produces seeds. Inside the tough, outer coating o each seed is a baby plant and

the ood that it needs to grow. With water and the right temperature, a seed willgrow or germinate.

Pollen can be dispersed by water and wind. Most plants, however, depend

on insects, birds, bats, and other organisms to move pollen rom place to

place. Insects and other animals are attracted to owers by the color o petals,

ragrance o the ower, or nectar produced in the ower. As animals sip nectar,

their bodies brush up against the pollen and it clings to them. Pollen is dispersedor spread when the animals move around the ower or visit other owers.

Some plants can reproduce without pollination. New plants grow rom runners

or pieces o the plant (strawberries or Arican violets), bulbs (tulips or onions),

rhizomes (iris or ginger), or tubers (potatoes).

People also help plants reproduce, especially those we like to eat or value or

other reasons. People cultivate plants in arm felds, gardens, greenhouses,

orests, and other places.



Teacher Background InformationPlant Life

All plant parts are represented in our diet. Radishes and carrots are the roots o

plants, celery is a stem, and spinach and lettuce are leaves. Squash, cucumber,

and tomatoes are all ruits. Peas and corn are seeds, and we eat the owers o

broccoli and cauliower plants.

Plants provide shelter or many living things. Insects, birds, and other animals

make their homes in large and small plants. People use products produced

by plants including lumber to build their homes. Many other valuable products

including medicines, cotton, rubber, and paper are derived rom plants. Even coal

comes rom ancient, decayed plant matter.

Plants also are an important source o income worldwide. People earn income by

growing and selling materials that come rom plants. Many other careers involve

working with plants as well. Farmers, landscapers, and orest rangers must

know a great deal about plants. So must ches, textile designers, home and boat

builders, botanists, and numerous other proessionals.

What are some common misunderstandings about plants?Young children oten harbor misconceptions about plants. Many children do

not think plants are alive. Children’s defnitions o plants also tend to be overly

narrow. They classiy owers and small green vegetation—but not trees or the

colorul oods they eat—as plants. And even young children who have experience

growing things may believe that seeds are produced in actories.

What are safe and appropriate ways to explore plants with young children?There are several saety issues to consider when exploring plants with children.

One very serious concern is that many plants—even common household plants

such as philodendron—are toxic i eaten. It is important to take appropriate steps



Teacher Background InformationPlant LifeTeacher Vocabularybotanist – a scientist who studies

plants

bulb – a modifed underground stemand leaves that contain ood or the

plant

carbon dioxide – a colorless gas in the

air that is absorbed by plants during

photosynthesis and released whenanimals breathe

chlorophyll – the green pigment in

plants that captures light used in

photosynthesis

embryo – an undeveloped plant inside

a seed

ower – the reproductive part o a

plant composed o petals, stamen, and

carpel

ruit – the ripened ovary o a plant that

contains a seed or seeds

germinate – to grow rom a seed into a

lea – a green, usually at,

outgrowth rom the plant stem; its

primary unctions are to perorm

photosynthesis and transpiration

nectar – the sweet liquid made by

plants that attracts insects and other

animals

oxygen – a gas that plants release;animals need this in order to live

petal – the colorul lea that surrounds

the reproductive parts o a plant

photosynthesis – the process that

plants use to convert carbon dioxide,

water, minerals, and energy rom the

sun into starch or ood

pollen – a fne powder-like material

produced by plants; pollen is the male

reproductive cells

pollination – the transer o pollen rom

the stamen to the carpel



Teacher Background InformationPlant Life

root – the underground part o a plant

that provides support, absorbs water

and nutrients rom the soil, and stores

ood or the plant

seed – the part o a plant containing an

embryo that will produce a new plant

upon germination

stem – the main part o a plant thatusually grows upward out o the

ground and supports and connects

other plant parts

transpiration – the emission o water

vapor rom the leaves o plants



Materials BooksExperience 1: Introduction to Plants2 or more plants

photos o plants and non-plants

J ack’s Garden by Henry Cole

Flower Garden by Eve Bunting

I Took a Walk by Henry Cole

Is It Alive? by Marcia S. Freeman A Closer Look by Mary McCarthy

Experience 2: Plant Parts1 or more potted plants with developed

root systems

magniying tools

simple poster, illustration, or model showing

the parts o a plant

The Vegetable Garden by Melvin Berger

Tops and Bottoms by Janet Stevens

Experience 3: What Is a Seed?collection o seeds and non-seeds (beads,

stones, etc.)

magniying tools

petri dishes

Seeds! Seeds! Seeds! by Nancy Elizabeth Wallace

Ten Seeds by Ruth Brown

One Bean by Anne Rockwell

A Seed Is Sleepy by Dianna Hutts Aston

Experience 4: Where Do Seeds Come From?assortment o ruits (pre-cut)

plastic wrap

plates or petri dishes

magniying tools

A Fruit is a Suitcase or Seeds

by Jean Richards

The Reason or a Flower by Ruth Heller

Pumpkin Circle by George Levenson

Pumpkins by Ken Robbins

This Is the Sunfower by Lola M. Schaeer

Experience 5: From Seed to Plantbean seeds

moist paper towels



How a Seed Grows by Helene J Jordan

MESS® Materials for Core and Center Experiences



MaterialsExperience 6: Planting Seedsvariety o quick sprouting seeds

such as grass, bean, and radish seeds

plastic cups

potting soil

spray bottle with water

magniying tools

camera

Books

Growing Vegetable Soup by Lois Ehlert

Vegetable Dreams/Huerto soñado by Dawn Jeers

The Vegetable Garden by Melvin Berger Planting a Rainbow by Lois Ehlert

It’s Pumpkin Time by Zoe Hall

Experience 7: We Eat Plant Partsassortment o ruits and vegetables Tops and Bottoms by Janet Stevens

The Vegetable Garden by Melvin Berger Oliver’s Vegetables by Vivian French


Eating the Alphabet by Lois Ehlert

Growing Colors by Bruce McMillan

The Vegetables We Eat by Gail Gibbons


In the Garden: Whose Been Here? by Lindsay Barrett George

Experience 8: Growing Plants WithoutUsing Seedstoothpicks

water

2 clear containers

sweet potato and large onion

How Groundhog’s Garden Grew

by Lynne Cherry

Potatoes by Melanie Mitchell

Experience 9: Plants Need Watera plant


The Carrot Seed by Ruth Krauss





Materials Books

Experience 10: Plants Grow Toward Ligplant growing toward the sun

1 or more plants growing upright

window or other light source

htHow a Seed Grows by Helene J. Jordan


What Is a Scientist? by Barbara Lehn

Experience 11: Where Does Our Food ComeFrom?photos o ruits, vegetables, arms,

orchards, harvest, trucks, trains, grocery

stores

gardening tools:hand trowel

cultivator

watering can

large and small shovels

gloves

Making Minestrone by Stella Blackstone and Nan Brooks

The Ugly Vegetables by Grace Lin

Bread Comes to Lie by George Levenson Apples, Apples, Apples

by Nancy Elizabeth Wallace

Pie in the Sky by Lois Ehlert

The Little Red Hen and the Ear o Wheat

by Mary Finch

In the Garden by Danielle Denega

A Harvest o Color by Melanie Eclare

The Apple Pie Tree by Zoe Hall

Harvest Year by Cris Peterson

Experience 12: Stemssimple poster, illustration, or model showing

the parts o a plant

celery stalks with leaves

kniewater

ood coloring

clear plastic containers

magniying tools





Materials Books

Experience 14: Flowersa variety o owers

magniying tools

simple poster, illustration, or model showing

the parts o a plant


Planting a Rainbow by Lois Ehlert

Flower Garden by Eve Bunting A Dandelion’s Lie by John Himmelman

A Closer Look by Mary McCarthy

Stars in the Grass by Mia Posada

Experience 15: Trees Are Plantstree rounds

photos o plants and non-plantsmagniying tools

camera

The Growing-up Tree by Vera Rosenberry

From Acorn to Oak Tree by Jan KottkePie in the Sky by Lois Ehlert

Red Lea, Yellow Lea by Lois Ehlert

A Grand Old Tree by Mary Newell DePalma


ABCedar by George Ella Lyon

This is the Tree by Miriam Moss

Have You Seen Trees by Joanne Oppenheim

Experience 16: Other Things We Get fromPlantsassortment o items made rom plants such

as rubber eraser, cotton abric, baskets,

plant-based soap, cork, rope, wooden

toys, urniture

photos o items made rom plants





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1Introduction to Plants Science ConceptsThere are many dierent kinds o plants.

Plants are living things that need water,

light, nutrients, and air to survive, and

can move, grow, and reproduce.AimChildren will learn there are many dierent kinds o plants.

Materialstwo or more plants


BooksJack’s Garden by Henry Cole


I Took a Walk by Henry Cole

Is It Alive? by Marcia S. Freeman


Vocabularyclover light

corn living

ower plant

grass tree

green vine

grow water lea

ApproachIn advance, review your plants so you can highlight the

important eatures eectively. Some plants are poisonous. Be sure

to research which ones are sae and which are not.

Begin the experience by explaining that you are going to spendthe next ew weeks learning about plants. Show the children a plant

and encourage them to share what they already know about plants.

Ask: What can you tell me about this plant? What color is this plant?

Where might we nd a plant like this? What does this plant need to

live and grow?

Show the children a dierent plant and encourage the children to describe how

the two plants are alike and dierent: How are these two plants the same? Tell me

how they are dierent. Are these plants living things? How

do you know?

To urther illustrate the diversity o plants, show the

hild h t th l t H l th hild l b l



ExtensionGo outdoors to investigate the variety o plants

in your school yard. Take photos o the dierent

plants that you fnd.

Science CenterPlace the plant and non-plant photos in the

Center and ask the children to sort the cardsinto piles o plants and non-plants. As the

children sort the photos, help them identiy

the items pictured.

Integrated ExperiencesLiteracy 1: Help the children describe their avorite plant using drawings and words.

Literacy 2: Using words and pictures, create a feld guide o plants that can be ound on the school

grounds.

Literacy 3: Create a class display o plants that begin with the letters o the alphabet studied this

month or all o the letters studied to date.

Math: To help children urther appreciate the diversity o plants, use string or another inormal

measuring tool to illustrate the average sizes o various plants.

Creative Arts (Art): Have the children look through magazines to fnd pictures o plants to make into a

collage.

Social and Emotional: Discuss dierent occupations associated with plants such as orist, botanist,

orester, armer, or landscaper.

Physical Health and Development (Health): Discuss plant saety rules. Explain that some plants are

poisonous and children should never put plants in their mouths unless an adult tells them it is sae.



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2Plant Parts

Science ConceptPlants have dierent parts, each

with special unctions.AimChildren will learn the common parts o a plant: roots, stem,

leaves, and owers.

Materialsone or more potted plants with

developed root systems

magniying tools

simple poster, illustration, or

model showing the parts o

a plant

BooksThe Vegetable Garden

by Melvin Berger

Tops and Bottoms by Janet Stevens

Vocabularyower

lea

roots

soil

stem

veins

ApproachIn advance, loosen the plant rom the sides o the pot so that you can remove it

easily.

Begin your examination o the plant by looking at the leaves. Explain that the

leaves use light to make ood or the plant. Point

out the veins and have the children examine them

closely with magniying tools.

Then turn the children’s attention to the stem.

Introduce the term stem and explain that the stem

helps hold the plant up and carries water and

minerals rom the roots to the other parts o the

plant.Gently pull the plant rom the pot and brush the

dirt away rom the roots. Introduce the term roots

and explain that roots absorb water and minerals

rom the soil Encourage the children to examine



ExtensionGo outdoors and identiy the parts o plants

that you see.

Science CenterLeave the unpotted plants at the

Center or children to explore

urther using magniying lenses.

Integrated ExperiencesLiteracy 1: Help the children describe their exploration o plant parts in their journals using words and

pictures or create a class science log.

Literacy 2: Have the children create their own Parts o a Plant poster by drawing or pasting pre-cut

shapes onto a sheet o paper. Help them label the parts.

Math 1: During the investigation, use ormal or inormal measuring tools to compare the length o the

stem and the length o the roots.



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3What Is a Seed?

Science ConceptsPlants are living things that need water,light, nutrients, and air to survive, and

can move, grow, and reproduce.

Plants have dierent parts, each with

special unctions.AimChildren will examine a variety o seeds.

Materialscollection o seeds and non-

seeds (beads, stones, etc.)

magniying tools

petri dishes

BooksSeeds! Seeds! Seeds! by Nancy Elizabeth Wallace

Ten Seeds by Ruth Brown


A Seed Is Sleepy by Dianna Hutts Aston

Vocabularyseed

petri dish

ApproachIn advance, gather a variety o seeds. Place small

seeds in petri dishes. Some seeds are poisonous. Besure to research which ones are sae and which are

not.

Begin by reviewing what the children have already

learned about plants.

Show the children the collection o seeds.

Encourage the children to think about what these small

things might be: Have you ever seen things like these

beore? What are they? Where do we nd them?

Explain that they are all seeds. Ask the children to compare the

seeds: Which seed is the largest? Which is the smallest? What

l i thi d?



ExtensionLook or seeds on the playground. Watch

squirrels and birds as they hunt or and

eat seeds.

Science CenterPlace a variety o seeds and magniying

tools in the Center or urther exploration.

Integrated ExperiencesCreative Arts (Art): Have the children create seed collages by gluing seeds onto paper.



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4Where Do Seeds

Come From? Science ConceptsPlants have dierent parts,

each with special unctions.

AimChildren will explore the seeds in ruits and vegetables.

Materialsassortment o ruits (pre-cut)

plastic wrap

plates or petri dishes

magniying tools

Books A Fruit is a Suitcase or Seeds

by Jean Richards

The Reason or a Flower

by Ruth Heller

Pumpkin Circle

by George Levenson

Pumpkins by Ken RobbinsThis Is the Sunfower

by Lola M. Schaeer

Vocabularyhal

inside

outside

seeds

whole

names o dierent

ruits

ApproachIn advance, check or ood allergies and complete the required paperwork.

Cut open a variety o ruits that have seeds. Select items that provide an interestingcontrast in seed size and shape (e.g., bell peppers,

pumpkin, avocado). Wrap with plastic wrap to maintain

reshness and to allow the children to see the whole item

frst.

Introduce the ruits one by one. Help the children name

each one and encourage them to share their opinions about

the ood.Open one o the items and help

the children locate the seeds.

Encourage the children to describe

the seeds in terms o si e color and n mber



ExtensionExplore the seeds in a greater

variety o edible plants.

Science CenterPlace the seeds collected rom the

oods in the Center or the childrento explore urther.

Integrated ExperiencesLiteracy: Have the children draw pictures o the ruits and vegetables both whole and cut to reveal the

seeds. Help them label their drawings.

Math 1: Count the number o seeds ound in each item. For oods with many seeds, count in

groups o 10.

Math 2: Place your ruits and vegetables in order rom the ewest to the greatest number o

seeds or in categories such as “1 seed,” “some seeds,” and “many seeds.”

Math 3: Prepare recipe cards (e.g., 10 strawberries, 11 pieces o banana) and have the childrenuse them to create a salad rom real ruits or pictures or drawings o ruits.

Math 4: Help the children cut a ruit snack into halves or quarters.

Creative Arts (Dramatic Play): Place plastic ruits and vegetables, bins or boxes, bags, and a cash

register in the Dramatic Play area to encourage pretend play around the theme o buying ruits and

vegetables.

Physical Health and Development (Health): Talk about the importance o ruits and vegetables in a

healthy diet.



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5From Seed

to PlantScience Concept

Plants are living things that need water,light, nutrients and air to survive, and

can move, grow, and reproduce.

AimChildren will sprout a bean seed.

Materialsbean seeds

moist paper towels

clear plastic cups or plastic

sealable bags

spray bottle

magniying tools

camerasunower lie cycle puzzle

BooksOne Bean by Anne Rockwell


How a Seed Grows by Helene J. Jordan

A Dandelion’s Lie by John Himmelman

How Groundhog’s Garden Grew by Lynne Cherry

A Seed Grows by Pamela Hickman

From Seed to Sunfower

by Gerald Legg

From Seed to Pumpkin

by Wendy Peer

From Acorn to Oak Tree by Jan Kottke

Vocabularybean

root

seed

sprout

stem

sunower

ApproachIn advance, check or ood allergies and complete any

required paperwork.

E l i th t i t t h th h

Begin by reviewing what the children have alreadylearned about seeds. Find out

what the children know about howplants grow by asking questions

such as: Have you ever seen a plant grow beore?

What happens when a plant grows?



ExtensionOnce the beans have sprouted, have the

children plant them in small cups o soil to take

home or continue to observe in the classroom.

Science CenterPlace the sprouting seeds in a

location where the children canobserve them. Add the sunower lie

cycle puzzle to the Center.

Each day, talk about any changes that you observe: What did the bean look

like yesterday? What does it look like today? How does it look dierent? Take

photos to document the changes you see. Talk about the sequence o the

changes.

You may wish to save some o your sprouting bean plants or Experience 10.

Hint!

Place several beans in each cup



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6Planting Seeds

Science ConceptsThere are many dierent kinds o plants.

Plants are living things that need water,


can move, grow, and reproduce.AimChildren will learn that a seed will always grow into the kind

o plant it came rom.

Materialsvariety o quick sprouting seeds

such as grass, bean, and

radish seeds

plastic cups

potting soil


cameramagniying tools

BooksGrowing Vegetable Soup

by Lois Ehlert

Vegetable Dreams/Huerto soñado by Dawn Jeers


Planting a Rainbow by Lois EhlertIt’s Pumpkin Time by Zoe Hall

Vocabularyplant

soil

Approach

Draw the children’s attention to the illustrations on the seed packets. Explain that

each packet holds a dierent type o seed. Encourage the children to think aboutthe kind o plant that will grow rom each type o seed: This is

a cucumber seed. What kind o plant do you think will grow

rom it? What will grow rom a radish seed?

Plant several o each type o seed in dierent cups o soil.

Begin by reviewing what the children have already learned

about how plants grow. Show the children some o the seedsrom the packets. Encourage them to share any experiences they

may have had with growing plants rom seeds: Have you ever

planted a seed beore? What do we need to do to help these

seeds grow into plants?



ExtensionPlant a variety o ower seeds in a window box,

container, or garden. Encourage the children to

watch the seeds as they sprout and identiy them

by comparing the shape o the leaves with the

pictures on the seed packages.

Science CenterPlace the cups with the seeds in the

Center and encourage the children to

observe the plants as they grow.

Integrated ExperiencesLiteracy 1: Document planting the seeds and the growth o the plants in a class science log.

Supplement with photographs and children’s illustrations.

Literacy 2: Recite the rhyme, “Mary, Mary, Quite Contrary.”

Math: Help the children count the seeds as they plant them in the cups.

Creative Arts (Music and Movement): Sing “Are You Growing?”



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7 We Eat Plant Parts

Science ConceptPlants provide people with ood,

shelter, and other products.

AimChildren will learn that many o the oods they eat come rom

parts o plants.

Materialsassortment o ruits and

vegetables

BooksTops and Bottoms by Janet Stevens


Oliver’s Vegetables by Vivian French



Growing Colors by Bruce McMillan

The Vegetables We Eat by Gail GibbonsEating the Alphabet by Lois Ehlert

In the Garden: Whose Been Here?

by Lindsay Barrett George

Vocabularyowers

leaves

roots

seeds

stem

ApproachIn advance, check or ood allergies and obtain a nutrition

activity approval.

Show the children the ood that you have gathered and help

them identiy each item. Encourage the children to share their

ideas about each: What is this? Do we usually eat it warm or

cold? Do you like how it tastes? Explain that each o the

oods is a part o a plant. For

example, talk about carrots as

roots, lettuce as leaves, and



Extension 1Make a salad using leaves (lettuce),

stems (celery), owers (broccoli), and ruits

(tomatoes).

Extension 2Make vegetable soup. Help the children

wash the vegetables, measure the ingredients,

and pour into the soup pot. Cook and serve.

Integrated ExperiencesLiteracy: Create a class “Food Diary” in which the children list each o the oods derived rom plants

that they have eaten over the course o a week. Use words and pictures.

Math 1: Create a chart listing vegetables that are oten on the menu or otherwise amiliar to children.

Graph the children’s avorites.

Math 2: Peel several oranges. Count the number o sections in each orange. Compare to see i

all oranges have the same number o sections. Count the number o sections with seeds.

Creative Arts 1 (Music and Movement): Sing “ Oats, Peas, Beans and Barley Grow.”

Creative Arts 2 (Dramatic Play): Provide props such as gardening tools and empty seed packets in

the Dramatic Play area to encourage the children to pretend to grow a garden.

Creative Arts 3 (Dramatic Play): Place props such as aprons, cooking utensils, and plastic oods in

the Dramatic Play area to encourage the children to pretend to cook a meal.



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8

Growing Plants Without

Using Seeds Science ConceptPlants are living things that need water,


can move, grow, and reproduce.AimChildren will explore how to grow plants without using seeds.

Materialssweet potato

large onion

toothpicks

water

2 clear containers

BooksHow Groundhog’s Garden Grew

by Lynne Cherry

Potatoes by Melanie Mitchell

Vocabularybulb

onion

runner

sweet potato

tuber

vine

ApproachIn advance, check or ood allergies and

complete any required paperwork.

Review what the children have learned

about seeds. Ask i they can think o any

other ways to grow new plants, besides romseeds. Explain that you are going to do an

investigation to see i it is possible to grow

plants without using seeds.

Show the children the sweet potato and

the onion. Help them stick toothpicks around

the middle o the sweet potato and place on

the edge o a clear container. Add water tothe cup until just the very bottom o the sweet

potato is wet. Place the potato in a sunny

location. Keep the water at the same level during the entire

ti it



ExtensionHelp the children grow a new houseplant rom

a plant clipping. Bring in a clipping rom a

houseplant. Be sure to do research to ensure

that the plant is not toxic. Place the cut end o

the plant in a jar o water. When the roots are

about 2 inches long, transer the plant to a pot

with soil.

Science CenterPlace the sweet potato and onion in the

Center and have the children watch or

changes.

Integrated ExperiencesLiteracy: Help the children describe what happens in their journals using words and pictures or createa class science log.

Math 1: Help the children measure the growth o the roots and leaves on the two plants and

graph the results.

Math 2: Beore growing the sweet potato, have the children count the “eyes.” Then, ater the

leaves start to grow, have the children count the leaves that came rom the “eyes” and compare.

Creative Arts 1 (Art): Decorate empty milk cartons and use as planters.

Creative Arts 2 (Dramatic Play): Have the children pretend to be armers, using the plastic gardening

tools and gloves.

Social and Emotional: Visit a garden and look at root crops such as carrots, beets, radishes, or potatoes.



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9Plants Need Water

Science ConceptPlants are living things that need water,


can move, grow, and reproduce.AimChildren will investigate what happens when a plant does

not receive water.

Materialsa plant



camera

BooksThe Carrot Seed by Ruth Krauss


Precious Water by Brigitte Weninger

and Anne Möller


The Curious Garden by Peter Brown

Vocabularydie

living

wilt

ApproachSome plants are poisonous. Be sure to research

which ones are sae and which are not.

Show the children the plant. Review with the children

the concepts o living and nonliving. Ask the children or their ideas about what the plant needs in order to live.

Ater the children have oered their ideas, ask them

how you could fnd out or sure i the plant would need

water to survive.

Take a photo o the plant and write down the date that

you begin your experiment.

As a group, check the plant every day.

Take photos to document any changes in

the plant.

Once the eects o the lack o water are clear, compare how the



ExtensionFollow up on other questions children might

have about the growing conditions o plants.

(e.g., Do plants grow better with music? Does

ertilizer help? Can a plant get too much water?)

Science CenterPlace the plant/non-plant photos in

the Center or the children to sort.

Integrated ExperiencesLiteracy: Create a class log describing the experiment.

Creative Arts (Dramatic Play): Place props such as plastic plants, watering cans, pots, sand,

rocks, and a cash register in the sand and water table to encourage pretend play around a

“Garden Shop” theme.

Social and Emotional: Discuss careers in plant care, such as a gardener or a landscape worker.

Physical Health and Development (Health): Discuss the importance o drinking enough water

every day.



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10Plants Grow

Toward Light Science ConceptPlants are living things that need water,


can move, grow, and reproduce.AimChildren will observe that plants grow toward light.

Materialsplant growing toward the sun

1 or more plants growing

upright

window or other light source

BooksHow a Seed Grows

by Helene J. Jordan



Vocabularygreen

leaves

light

ApproachIn advance, review your plants so you can highlight the important eatures

eectively. Some plants are poisonous. Be sure to research which ones are sae

and which are not.

Review with the children what they already know about what plants need to liveand grow. Explain that plants use water and light to make ood. Show the children a

plant that has been growing toward the sun.

Draw the children’s attention to the act that

the leaves and/or owers are acing one

direction. Explain that the plant was placed

so that it only received sunlight rom one

direction. Talk about how the plant grew toget the light that it needs to make ood.

Two or three weeks in advance, place a plant near a window or outdoors so that

it will grow toward the sun.

Place the plant near a window or outdoors

so that it will now receive sunlight rom the

i di i K h l i h



ExtensionFind two plants o the same type. Keep one plant

in a light location and place the other in a drawer

or other dark spot. Water each as needed.

Observe how the plant in the dark location loses

its green color over time.

Science CenterPlace the plant/non-plant photo cards

in the Center or the children to sort.

Integrated ExperiencesLiteracy: Help the children describe the experience in their journals using words and pictures, or

create a class science log.



E x p e r i e n c e

11Where Does Our Food

Come From? Science ConceptPlants provide people with ood,

shelter, and other products.

Gardening and arming are

methods o growing plants.AimChildren will learn about the process o getting ood rom

the arm to the supermarket.

Materialsphotos o ruits, vegetables,

arms, orchards, harvesting,

trucks, trains, grocery stores

gardening tools:

hand trowel

cultivator

watering canlarge and small shovels

gloves

BooksMaking Minestrone by Stella Blackstone and Nan Brooks

The Ugly Vegetables by Grace Lin

Bread Comes to Lie by George Levenson

Apples, Apples, Apples by Nancy Elizabeth WallacePie in the Sky by Lois Ehlert

The Little Red Hen and the Ear o

Wheat by Mary Finch

In the Garden by Danielle Denega

A Harvest o Color by Melanie Eclare


Harvest Year by Cris Peterson

Vocabularybread

crop

cultivator

actory

arm

ood

ruitgloves

grocery

orange

ship

shovel

store

supermarket

tomato

train

troweltruck

vegetable

watering can

ApproachUse photos and gardening tools to

support a conversation about where our

ood comes rom and how it gets to us.

Encourage the children to share their ideas and experiences by asking

questions such as: Where do oranges

come rom? How does the orange juice

i h i ? Wh d b d



Extension 1Take a feld trip to a arm or orchard.

Extension 2

Plant a garden.

Integrated ExperiencesLiteracy: Ask the children to draw a picture o a garden containing their avorite oods. Help them to

label the oods in the garden.

Creative Arts 1 (Dramatic Play): Place the gardening tools in the dramatic play or outdoor area to

encourage pretend play about arming.

Creative Arts 2 (Music and Movement): Sing “Old MacDonald.”

Creative Arts 3 (Dramatic Play): Place empty ood containers such as ruit and vegetable cans, rozenood boxes, and oatmeal boxes in the dramatic play area. Add a cash register, paper bags, and a

small shopping cart, to encourage the children to play “Store.”

Creative Arts 4 (Dramatic Play): Collect cardboard boxes o dierent sizes. Have the children

decorate them to pretend they are ood delivery vans.

Physical Health and Development (Health): Talk about the importance o washing our ood beore we

eat it.



E x p e r i e n c e

12Stems

Science ConceptPlants have dierent parts,


AimChildren will explore how water moves up a stem.

Materialscelery stalks with leaves

knie

water

ood coloring

clear plastic containers


model showing the parts o a plant

magniying tools

BooksWhat Is a Scientist? by Barbara Lehn

Vocabularyabsorb

celery

stalk

stem

ApproachIn advance, check or ood allergies and complete

required paperwork.Using a poster, illustration, or model, review with the

children the parts o a plant. Show the children a stalk o

celery and explain that the stalk is the stem o that plant.

Explain that one o the jobs o the stem is to bring water to

the other parts o a plant.

Explain that you can observe how water moves throughstems. Place reshly cut celery stalks in a clear plastic

container. Have the children help measure and pour 2 cups

o water into the container.

Add enough ood coloring to the water to make it very



ExtensionRepeat the experiment using 2 white carnations

and 3 containers. Fill 2 containers with about 1

1/2 inches o darkly colored water and the third

one with the same amount o clear water. Cut

the stems o the carnations to about 4 inches

and place the cut carnation in a glass o colored

water. Careully split the stem o the second

ower, all the way to the ower head. Put onehal o the split stem in the second container o

colored water, and the other hal in the container

o clear water. Leave or 24 hours, then observe

the color changes.Science Center

Place the celery experiment in the Center.

Ater the color has been absorbed,

encourage the children to examine thecolored veins with magniying lenses.

The next day, have the children examine the celery stalk and leaves. Cut open

the celery stalk so the children can examine the colored water in the celery. Askthem to describe the changes that occurred. Talk about how the colored water

moved up through the stalk.

Hint!This experiment works best i you

cut an inch or so o the bottom o

the celery rst Note: it will take



E x p e r i e n c e

13A Closer Look at Leaves

Science ConceptPlants have dierent parts, each

with special unctions.

AimChildren will explore leaves.

Materialssimple poster, illustration, or


a plant

leaves

magniying tools

lea stamps

ink pad or paintpaper

BooksLeaves! Leaves! Leaves! by Nancy Elizabeth Wallace

Fall Leaves Fall by Zoe Hall

Lea Man by Lois Ehlert


Autumn Leaves by Ken Robbins

Leaves by David Ezra Stein

Vocabularylea

leaves

vein

ApproachSome leaves are poisonous. Be sure to research which ones are sae and

which are not.Review with the children what they have already

learned about the parts o a plant using a poster,

illustration or model.

Show the children a lea and point out the veins on

the lea. Explain that the veins carry water rom the

stem. Review the idea that

leaves use light and water

to make ood or the plant.

Explore leaves urther

using the lea stamps. Have the children make lea



ExtensionReview your rules or exploring nature beore

going outdoors to see what kinds o leaves you

can fnd. Compare the sizes, shapes, and colors

o the leaves that you fnd.

Science CenterPlace an assortment o leaves in the

Center along with magniying tools or

urther exploration.

Integrated ExperiencesLiteracy: Have the children add lea prints or lea rubbings to their journals. Help them label the

leaves.

Creative Arts 1 (Art): Gather a collection o allen leaves and have the children fnger paint the leaves.

Then press the leaves on paper to make prints that show the lea shape and veins.

Creative Arts 2 (Art): Gather a collection o allen leaves and have the children glue them to paper

head bands to make lea crowns.

Physical Health and Development (Health): Talk with the children about poison ivy. Help them learn to

identiy the plant with pictures and teach them the rhyme “Leaves o Three, Let it Be.”

e



E x p e r i e n c e

14Flowers

Science ConceptPlants have dierent parts,


AimChildren will explore owers.

Materialsa variety o owers

magniying tools



a plant

BooksThe Reason or a Flower

by Ruth Heller

Planting a Rainbow by Lois Ehlert


A Dandelion’s Lie by John Himmelman


Stars in the Grass by Mia Posada

Vocabularyower

leaves

petal

pollen

stem

ApproachIn advance, obtain cut owers. Note: Some owers are toxic. Be sure to

research which owers are sae and which are not.

Begin by showing the children the owers and asking the children to share anyexperiences they may have had with owers: Where do you see fowers? Where

do they come rom?

Talk with the children about the dierence between owers that grow in gardens

or out in nature and owers that we can buy at a store.

Explain the importance o not hurting plants that grow

outdoors because they are important sources o ood

and shelter or insects and other animals. However,

armers also grow owers or people to enjoy and it is

alright to touch those.

In small groups, explore the outer parts o the



ExtensionDissect other types o owers. Encourage the

children to compare the various parts o the

dierent types o owers.

Science Center

Place cut owers and magniying toolsin the Center or urther exploration.

Integrated ExperiencesLiteracy 1: Have the children diagram the parts o a ower in their journals. Help the children label the

diagrams.

Literacy 2: Create a classroom display with drawings or photographs o owers that correspond to

dierent letters o the alphabet.

Math: Play “Concentration” with ower seed packets. Gather two identical sets o fve dierent plant

seed packets. Mix up the packets and lay them ace down on a table. The children take turns turning

over two packets. I they match, remove the pair and have the player take another turn. I they don’t

match, the next child turns over two packets. The goal is to try to remember where the matchingpackets are.

Creative Arts (Dramatic Play): Place plastic plants and vases, plant care items, and a cash register in

the Dramatic Play area to encourage children to play “Flower Shop.”

Social and Emotional: Take a feld trip to a orist shop or the plant section o a supermarket.

e

Pl



E

x p e r i e n c e

15Trees Are Plants

Science ConceptThere are many dierent

kinds o plants.

Plants have dierent parts,

each with special unctions.AimChildren will explore trees.

Materialstree rounds


magniying tools

camera

BooksThe Growing-up Tree

by Vera Rosenberry

From Acorn to Oak Tree by Jan Kottke

Pie in the Sky by Lois Ehlert


A Grand Old Tree by Mary Newell DePalma


ABCedar by George Ella Lyon

This is the Tree by Miriam Moss

Have You Seen Trees by Joanne Oppenheim

Vocabularybark

branches

leaves

roots

trunk

ApproachBegin by encouraging the children to share what they know about trees: Where

can we nd trees? What do trees look like? Do all trees look the same?

Show the children pictures o trees rom the set o plant/non-plant photos.

Explain that trees are plants. Talk about the ways that trees and other plants are

alike.

Review your rules or exploring nature and go outdoors to explore trees. Find a

tree and help the children identiy its parts. Explain the jobs o the roots, trunk,branches, and leaves.

Encourage the children to touch the bark. Ask: Can

you describe how it eels?



Extension 1Give the children a new view o trees: spread asheet on the ground and have the children lie

down and look up the trunk to the branches and

leaves.Science Center

Place the tree rounds and magniying

tools in the Center or the children to

explore. Draw their attention to the

tree rings and the texture o the bark.

Extension 2Find two trees o dierent sizes and types and

compare how they are alike and dierent.

Integrated ExperiencesCreative Arts (Art): Use paper and crayons to make bark rubbings.

c e

Oth Thi W



E

x p e r i e n c

16 Other Things We

Get from Plants

Science ConceptThere are many dierent kinds

o plants.

Plants provide people with ood,

shelter, and other products.AimChildren will learn about everyday things that come rom

plants.

Materialsassortment o items made rom

plants such as: rubber eraser,

cotton abric, baskets,

plant-based soap, cork, rope,

wooden toys, urniture

photos o items made romplants

BooksThe Reason or a Flower

by Ruth Heller

Vocabularyplant and product

names (e.g., pine

tree, wood,

annel, basket,

etc.)

ApproachIn advance, search or some items in the classroom that are made rom plants

such as pencils, paper, urniture, etc.

Begin by reviewing what the children have already learned about why plants

are important to people and other living things.

Explain that another reason plants are important is that many things we use

everyday are made rom plants. Give some examples using amiliar items in the

classroom.

Continue the discussion using the plantproduct photos and collection. Explain that we

use cotton to make abric, oil rom plants to make

soap, and wood rom trees to make toys,

it d h E d th



ExtensionGo on a feld trip to a lumber yard or homeimprovement center to learn more about how

wood and other plant products are used in our

everyday lives. Science CenterPlace the plant products and

photos in the Center. Encourage

the children to match the photo

with the appropriate item.

Integrated ExperiencesLiteracy: Make a chart that lists items in the classroom made rom plant products.

Social and Emotional: Have a basketmaker visit the classroom to demonstrate the crat.



MESS® Take-Home Kit Information/Experience Card

Plant LifeWelcome to the Plant Lie MESS ® Take-Home Kit. This page suggests ways to

urther explore what your child has been learning at school.

In this Kit you will find: Eating the Alphabet by Lois EhlertThis alphabet book shows ruits and vegetables or every letter rom A to Z. At the

end o the book is a glossary that explains how to pronounce the names o the

ruits and vegetables.

2 matching photo sets o 8 ruits and vegetables: tomatoes, strawberries,

radishes, carrots, onions, squash, cucumbers, and beans

This month, your child is learning:Plants provide people with ood.

Farming and gardening are ways o growing plants we eat.

How to use this book:Point to the letter o the alphabet and help your child name it. Emphasize the

frst letter sounds as you read the words.

Encourage your child to name the dierent ruits and vegetables and their

colors. Talk about how you prepare ruits and vegetables to eat and which ones

are your child’s avorites.

How to use the photo cards:Play a game o Memory: Spread the cards out ace down. Take turns turning

over the cards, two at a time. I the cards match, remove them rom the game. I

they don’t match, turn them ace down again. Continue until all the cards have

matches.



MESS® Recommended Books

Plant LifeRecommended Books

Aston, Dianna Hutts. A Seed Is Sleepy . San Francisco, CA: Chronicle Books, 2007. A

single sentence (per double-page spread) in large cursive writing assigns a rather human

characteristic to seeds, and in the process, introduces wonderul vocabulary (adventurous,

clever, naked). The balance o each spread contains beautiul detailed illustrations o a seed

or seeds that show that attribute. Smaller type provides more scientifc text. The variety andwonder o so many seeds is ascinating (even the endpapers are packed and labeled).

Berger, Melvin. The Vegetable Garden. Northborough, MA: Newbridge Educational Publishing,

2007. “Do you know how to plant a vegetable garden?” Thus begins a simple, step-by-step

text and photograph lesson on vegetable gardening. Photos o below-ground root growth are

particularly useul. Questions or urther discussion and some un acts are listed at the end.

Blackstone, Stella, and Nan Brooks. Making Minestrone. New York: Bareoot Books, 2000.

Young riends gather to make soup, but their mission starts in the garden where most o the

soup ingredients can be ound. A simple rhyming text and colorul illustrations packed with

details describe the soup-making process. Vegetables are generally amiliar ones. Plenty o

cleaning, slicing, and rying (though no measuring) goes on at the gathering. A recipe that

serves our is provided.

Brown, Peter. The Curious Garden. New York: Little, Brown and Company, 2009. Whileexploring his desolate city one day, a little boy named Liam discovers some struggling owers.

He decides to care or them. With his watering and pruning and some help rom the sun,

the garden gradually transorms the dark, gray city into a lush, green world. The captivating

illustrations remind us that nature can be ound in the most surprising places. The authors

attribute human motives to the garden in a ew places, and the message that a single person

can make a dierence may need to be tempered with words o caution or young listeners.

Brown, Ruth.Ten Seeds/Diez semillas. New York: Alred A. Knop, 2001. A counting book with

minimal text and richly detailed illustrations demonstrates what happens when ten sunower

seeds encounter a variety o animals (including people). Under sometimes stressul conditions,

the plant lie cycle continues. The coated paper and simple ormat make this a particularly

l b k th t “ d ”




Plant LifeCherry, Lynne. How Groundhog’s Garden Grew . New York: Blue Sky Press, 2003. In this

richly illustrated book, Squirrel teaches Groundhog everything Groundhog needs to know to

grow many dierent vegetables in his own big garden. They collect seeds, wait or appropriate

weather, till the soil, plant seeds (and sprouted potatoes and seedlings), label rows, care or

the growing plants, harvest the crops, and share the bounty. Text is ample but packed with

inormation. Illustrations—including endpapers—are richly detailed.

Cole, Henry. I Took a Walk . New York: Greenwillow Books, 1998. People see many things,

but do we really observe closely? This book encourages observation by asking readers to

fnd specifc things in the woods, meadow, stream, and pond. While many o the specifcs

are animals, it is the lush plant scenes that frst catch your eye and can be the topic o ruitul

conversation—without ever opening the oldout pages that reveal more animals. For those who

want specifcs, a key in the back identifes their exact location in each scene.

Cole, Henry. Jack’s Garden. New York: Mulberry Books, 1995. With beautiully detailed

illustrations, this story tells what happens in Jack’s ower garden. All the plants may not be

amiliar to young gardeners, but the planting process is the same. A minimal but cumulative

text and border illustrations with appropriate labels stimulate conversation as the garden

develops. A concluding page gives advice or starting your own ower garden.

Denega, Danielle. In the Garden. New York: Scholastic, 2001. Readers are invited to visitthis garden where vegetables, ruits, herbs, and owers all grow. Sections highlight where

dierent kinds o vegetables are grown, with a small old-out edge providing additional

inormation about specifc plants—and sometimes an animal ound there. Words like “gourd”

are introduced in context, but text is generally sparse. At the end are an overhead map o the

garden and a key to the names o all the plants and animals, with encouragement to fnd them

on the previous pages.

DePalma, Mary Newell. A Grand Old Tree. New York: Arthur A. Levine Books, 2005. This tree’slie cycle includes owers, ruit, seeds, leaves, visitors, weather, and dying, all over time. Text

is simple and straightorward. Illustrations are cheerul watercolors flled with enough detail to

encourage continuing observations. Together they generate conversation about what makes

the tree “grand ”




Plant LifeEhlert, Lois. Eating the Alphabet . Orlando, FL: Voyager Books, 1988. This colorul book is

an alphabetical tour o the world o ruits and vegetables, rom apricots and artichokes to

yams and zucchini. Text is limited to upper- and lower-case letters and labels or each o the

plant parts illustrated. A glossary provides pronunciations and a ew details about each ruit/

vegetable.

Ehlert, Lois. Growing Vegetable Soup. New York: Harcourt Children’s Books, 2004. “Dad says

we are going to grow vegetable soup.” What ollows are boldly-colored, cut-paper illustrations

and minimal text that show how to grow vegetables to make “the best soup ever.” Equipment

and vegetables are all labeled, showing another use o print.

Ehlert, Lois. Lea Man. New York: Harcourt, 2005. A man made o leaves blows away,

traveling wherever the wind takes him. Great illustrations creatively use a variety o leaves

and encourage readers to use their imaginations. Sharp eyes will fnd un surprises among theleaves. Endpapers provide identifcation o the various leaves in the story. ALA Notable Book

Ehlert, Lois. Pie in the Sky. Orlando, CA: Harcourt, 2004. “I’ve never seen pies growing on

trees. Wouldn’t that be something?” A conversation could begin here, and continue throughout

the story as subtext on each page details everything you can see—except a pie. Colorul

collages support the growing knowledge that this is a story about a cherry tree and eventually

a cherry pie. Except or a piecrust recipe, all the details, including measurements, are ready or a hands-on project to ollow the reading.

Ehlert, Lois. Planting a Rainbow . San Diego, CL: Harcourt Brace, 1988. Bold illustrations and

simple sentences describe the yearly cycle and process o planning, planting, and picking

owers in a garden. Labels throughout show another use o print.

Ehlert, Lois. Red Lea, Yellow Lea . San Diego, CA: Harcourt Brace, 1991. Through the eyes o

a child and using beautiul, inormative collage illustrations, the lie story o the tree growing inthe yard is told. A plant’s lie cycle and seasonal changes are highlighted. Identifcation labels

thoughout introduce vocabulary. 1992 NSTA Outstanding Science Trade Book or Children

Finch Mary The Little Red Hen and the Ear o Wheat/La gallinita roja y la espiga trigo




Plant LifeFreeman, Marcia S. Is It Alive? Northborough, MA: Newbridge, 2002. “How can you tell what is

alive?” From this initial inquiry, living things are described as things that grow, reproduce, need

ood and water, excrete waste, and move. Good examples compare living and nonliving things,

and introduce the idea that some things once lived but now are nonliving. Microscopic cells are

suggested as the ultimate standard o “living.”

French, Vivian. Oliver’s Vegetables. New York: Orchard Books, 2005. “I don’t eat vegetables.

. . I only eat rench ries.” During a week-long visit with his grandparents, Oliver agrees to

eat other vegetables only i he can’t identiy the potatoes in the garden. As the week passes,

carrots, spinach, rhubarb, cabbage, beets, and peas are pronounced not only edible, but

“delicious.” A close observer will note that Oliver eventually ate roots, tubers, leaves, stems,

and ruit: not bad or a boy who does not eat vegetables!

George, Lindsay Barrett. In the Garden: Who’s Been Here? New York: Greenwillow Books,2006. During their excursion to the garden, two children and their dog fnd clues that other

animals are, or have been, beneftting rom the amiliar plants there. Large, richly colored

illustrations invite close observation and ollow-up conversation. Additional inormation about

the eatured animals is provided.

Gibbons, Gail. The Vegetables We Eat. New York: Holiday House, 2007. “Look at all the

vegetables” is putting it mildly! This book is packed, at pre-school conversation level, with textand pictures about those plants called vegetables. Nutrition; dierent vegetable groups, based

on the edible part; and growing vegetables, both at home and on arms, are all presented.

Text appears on two levels, a sentence or two at the bottom o most pages, and then labeling

and additional inormation within the illustrations. Colorul pictures, while not photographs, are

realistic looking. Some o the smaller and busier ones work better in small groups.

Hall, Zoe. Fall Leaves Fall. New York: Scholastic, 2000. Two siblings joyully watch and try to

catch leaves, ollowed by stomping, kicking, collecting, comparing, and raking them into a pileto jump into. The colorul illustrations show maple, ginkgo, sassaras, beech, and oak leaves.

The last page describes lea growth rom spring to winter, and mentions that some leaves do

not change color or all rom trees in autumn.

d d k




Plant LifeHall, Zoe. The Apple Pie Tree. New York: Blue Sky Press, 1996. In spite o the apple emphasis

in the title, the children’s tree has multiple uses in this book about growth and change. But

the best part o the tree is the pie prepared in the autumn at picking time. Colorul collage

illustrations detail the seasonal changes described in the appropriate text. Animal (including

two children) activities add observation interest. The author’s apple pie recipe and inormation

about the role bees play in apple growth are included.

Heller, Ruth. The Reason or a Flower . New York: Grosset and Dunlap, 1983. Vivid illustrations

and simple but accurate (except or the mushroom at the end) rhythmic text explain the

purpose or owers—seed production. The variety o ways seeds travel, how they grow, and

their uses (including non-ood) also are discussed.

Hickman, Pamela. A Seed Grows: My First Look at a Plant’s Lie Cycle. Toronto: Kids Can

Press, 1997. This gentle story tells about Sam and the seed he plants, in the cumulative styleo “the House that Jack Built.” Fold-out pages hide more detailed inormation about plant

growth and gardens, and/or suggest things or children to fnd in the pictures. The small-book

ormat limits the book’s use to small groups or individuals, but still provides opportunities or

detailed conversations.

Himmelman, John. A Dandelion’s Lie. New York: Children’s Press, 1988. Who would guess

that so much could happen to a dandelion during one year? From a dandelion seed’s initialoat through the air and ride on the chipmunk, through sprouting and owering, through

various visitors (including a lawnmower), the dandelion lives to bloom again and again.

Text is limited to one or two sentences per page, but the action is in the realistically detailed

illustrations that encourage keen observations and conversation.

Jeers, Dawn. Vegetable Dreams/Huerto soñado. Green Bay, WI: Raven Tree Press, 2006.

A little girl’s dream about a garden, plus an elderly neighbor willing to help, begin a lesson

in gardening and riendship. The harvest is so bountiul that tomato and pickle canning ispossible. Text is arranged with English on the top hal o let-hand pages and Spanish on the

bottom. Full-page illustrations on the opposite pages are impressionistic pastels which are

dierent rom most children’s books. An English/Spanish vocabulary is added.

MESS® R d d B k




Plant LifeKottke, Jan. From Acorn to Oak Tree. New York: Children’s Press, 2000. Simple text and close-

up photographs explain how an oak tree grows rom an acorn (oak seed) and then produces

more acorns. Other plant titles in this small ormat series include From Seed to Pumpkin and

From Seed to Dandelion.

Krauss, Ruth. The Carrot Seed /La semilla de zanahoria. New York: HarperCollins/Scholastic,

1945. Simple our-color line drawings illustrate the story o a young boy who plants and tends

to a seed that grows into a huge carrot, in spite o his amily’s pessimism. The size o the

eventual growth could be a un topic or discussion. Also available in big-book ormat.

Lehn, Barbara. What Is a Scientist? Brookfeld, CT: Millbrook Press, 1998. Simple text and

color photographs describe how scientists learn rom their senses, observe details, ask

questions, communicate their fndings, and have un as they experiment. Children demonstrate

each o the tasks. 1999 NSTA Outstanding Science Trade Book or Children

Legg, Gerald. From Seed to Sunfower . Danbury, CT: Franklin Watts, 1998. Sunowers begin

as seeds. Their germination, roots, growth, owers, pollination, and withering are the story

ollowed in this book that ends with more seeds or next spring. Illustrations are bright, close-

up, and labeled. Text is sometimes ample, but can be edited as appropriate or young children.

Additional acts, a glossary, and index are at the end.

Levenson, George. Bread Comes to Lie: A Garden o Wheat and a Loa to Eat. Berkeley,

CA: Tricycle Press, 2004. Ater several pages o yummy-looking breads, beautiul color

photographs o wheat seeds begin the process o making those products. Close-ups and

simple poetic text flled with descriptive words show ripe heads o grain, measuring tools,

ingredients, dough, and all the steps in-between. Several projects, including a recipe with

directions or “any our-year-old, with an adult helper,” are added.

Levenson, George. Pumpkin Circle/El circulo de las calabazas. Berkeley, CA: Tricycle Press,1999. Poetic rhyming text explains how a pumpkin patch changes when a seed becomes

a plant which grows ruit and produces more seed. Oranges, greens, blacks, and browns

make striking contrasts in the photographs, some so close up that you can see the hairs

on the vines A concluding page provides more detail about growing pumpkins 2000 NSTA

MESS® Re mmended B ks




Plant LifeLyon, George Ella. ABCedar; an Alphabet o Trees. New York: Orchard Books, 1989. Minimal

but poetic text and earth-tone illustrations provide alphabetical examples o various tree leaves

and ruits/seeds. Human hands holding the leaves allow relative size comparisons. Small black

and white people and trees also provide relative size and shape inormation. An uppercase

alphabet runs across each double-page spread. Because the text is so minimal, careul

observation and conversation are required.

McCarthy, Mary. A Closer Look . New York: Greenwillow Books, 2007. Bold collage illustrations

and simple, sparse text place an emphasis on observation. An isolated part o an object is

shown with encouragement to “look!” Pages ollowing then pull back or a second and third

look beore revealing a ladybug (albeit “a bug”). A ower and hummingbird are treated similarly,

until all three are put together on a plant, and eventually in a ower garden.

McMillan, Bruce. Growing Colors. New York: HarperCollins, 1988. The colors o the naturalworld are taught in vivid photographs o ruits and vegetables. Text is limited to one uppercase,

color word per double-page spread. One smaller photograph o the appropriate plant is

opposite a large, close-up photo o a plant part o that color. A key in the back matches colors,

mini-photos, and ruits/vegetables, but most will be amiliar.

Mitchell, Melanie. Potatoes. Minneapolis, MN: Lerner Publlications, 2003. Photographs and

simple text explain the lie cycle o potatoes (a common non-seed vegetable). The book

concludes with an illustrated potato lie cycle, several additional potato acts, glossary, and

index. The Lie Cycles series includes a similar book on tulips, another non-seed plant.

Moss, Miriam. This Is the Tree. Brooklyn, NY: Kane//Miller, 2000. Arica’s baobab tree is a great

example o a plant providing both shelter and nourishment or numerous animals. Its strange

look is attention-getting, even within these two-dimensional colorul, detailed illustrations. The

fnal two pages about the tree’s parts provide additional inormation or teachers. 2001 NSTA

Outstanding Science Trade Books or Children

Oppenheim, Joanne. Have You Seen Trees? New York: Scholastic, 1967. Brilliant watercolors

add to the delight o this rhythmic, rhyming celebration o trees in all seasons. Each scene is

worthy o a conversation about the details pictured there even the silly literal-names page The





Plant LifePeer, Wendy. From Seed to Pumpkin. New York: HarperCollins, 2004. Step by step, rom a

armer planting seeds through harvest and preparing or next season’s crop, this book shows

how a pumpkin seed grows into a pumpkin. The text provides some detail, but in simple

explanations that could become topics or conversation. Included at the end are instructions or

roasting pumpkin seeds and an experiment to show how plants drink water.

Posada, Mia. Dandelions: Stars in the Grass. Minneapolis, MN: Carolrhoda Books, 2000.

Weed or “noble breed?” The placement and color o appropriately limited rhyming text about

the dandelion’s lie cycle almost becomes part o the artwork. Close-up illustrations are gentle

and yet vibrant earthtones. More dandelion acts, a recipe, and science activities are provided

at the end o the book. 2001 NSTA Outstanding Science Trade Book or Children

Richards, Jean. A Fruit is a Suitcase or Seeds . Minneapolis, MN: First Avenue Editions, 2006.

Using the metaphor o a suitcase, the book describes how ruits protect and disperse seeds.Illustrations show ruits with one seed, many seeds, and seeds on the outside. The dierence

between ruits and vegetables is also addressed. The book can serve as a good beginning to

planting seeds or dissecting ruits and vegetables.

.

Robbins, Ken. Autumn Leaves. New York: Scholastic, 1999. This album o autumn leaves

includes the leaves o 12 varieties o trees shown in lie-size ull-color photographs on one

page, with a photograph o the tree or some o its branches acing it. The crisp and colorul

photographs are accompanied by one or two simple sentences describing a characteristic o

the leaves. An explanation or why leaves turn color concludes this wonderul resource. 2000

NSTA Outstanding Science Trade Book or Children

Robbins, Ken. Pumpkins. New Milord, CT: Roaring Brook Press, 2006. Striking photographs

tell the story o the pumpkin that typifes the autumn season. Accompanying text is

appropriately limited but adds adequate narration. Also included are the steps or turning

pumpkins into jack-o-lanterns and using them at Halloween.

Rockwell, Anne. One Bean. New York: Walker and Co., 1999. A young boy and girl discover

what happens to a bean as it is soaked, planted, watered, re-potted, and eventually produces

pods with more beans inside Gentle realistic drawings provide details to be observed even




MESS Recommended Books

Plant LifeSchaeer, Lola M. This Is the Sunfower . New York: Greenwillow Books, 2000. The tall

sunower that stands in the garden eventually provides seeds or the songbirds that, in turn,

spread the seeds so new sunowers can grow. The cumulative text has compelling rhythm

and some rhyme. Watercolor illustrations sometimes change perspective but provide a sense

o movement. Both the sunower lie cycle and the role o the birds in the process will make

interesting conversation. A bird identifcation key and additional sunower acts conclude the

book.

Stein, David Ezra. Leaves. New York: G.P. Putnam’s Sons, 2007. A curious young bear

wonders about the alling leaves during his frst autumn. He thoughtully but unsuccessully

tries to put them back on the trees. His child-like joy at discovering tiny new leaves in the

spring is wonderul. Text is spare and perect or the watercolor-looking illustrations. They too

are minimal but flled with the details that inspire close observations and conversation.

Stevens, Janet. Tops and Bottoms. San Diego, CA: Harcourt Brace, 1995. In this vertically

ormatted story, a lazy bear eventually learns rom an industrious rabbit amily that dierent

parts o dierent plants are edible, and he needs to pay attention to which is which. The mixed-

media drawings are perect stimulation or conversation about both the gardening experience

and the trickster theme. 1996 Caldecott Award Honor Book

Wallace, Nancy Elizabeth. Apples, Apples, Apples. Delray Beach, FL: Winslow Press, 2000. A

rabbit amily enjoys a day picking apples at Long Hill Orchard. A chart helps them decide what

kind o apples they want or their various projects. Along the way, Mr. Miller provides apple

inormation and Minna recalls some things she read in her apple book. An applesauce recipe,

apple print instructions, song, and page o apple sayings are included. Good descriptive words

fll the text, while cut-paper illustrations add detail.

Wallace, Nancy Elizabeth. Leaves! Leaves! Leaves! New York: Marshall Cavendish, 2003.

Mama Bear teaches Buddy Bear about leaves as they explore the outdoors during all theseasons. Useul scientifc tools are available to aid their work. Colorul cut-paper illustrations

and simple, accurate, conversational text tell the story. Both text and pictures contain enough

detail to stimulate observations.





Plant LifeWeninger, Brigitte and Anne Möller. Precious Water: A Book o Thanks. New York: North-South

Books, 2000. A clear glass o water is the introduction to “all things need water.” While plants

do not dominate the examples, they are represented. Collage pictures and limited text are

sufciently detailed or good discussion.

Other Recommended Books Arnold, Katya. Let’s Find It! New York: Holiday House, 2002. An author who learned to love

nature as a child has written a book to inspire other children to look around indoors and out.

Each double-page spread includes one page o objects—plants and animals—to fnd in the

scene painted on the opposite page. For those who want more, identifcation and classifcation

inormation is on the fnal pages.

Carle, Eric. The Tiny Seed . Saxonville, MA: Picture Book Studio, 1987. With typical Eric Carle

styled illustrations, this book roughly explains the lie cycle o a seed: the seed travels greatdistances and barely escapes disaster, grows into an enormous ower, and eventually goes to

seed.

Carlstrom, Nancy White. Wild Wild Sunfower Child Anna. New York: Aladdin Books, 1991.

Joyous poetry and sot watercolor illustrations show a young girl as she laughs, dances, and

explores her way through the garden.

Child, Lauren. I Will Never Not Ever Eat A Tomato. Cambridge, MA: Candlewick Press, 2000.

Picky-eater Lola is convinced to eat oods she is sure she doesn’t like ater her brother Charlie

provides some wonderully inventive descriptions–carrots become “orange twiglets rom

Jupiter,” tomatoes are “moonsquirters.” Creative mixed-media drawings and conversational

text provide silly, but un, incentive to talk about colors, shapes, and even healthy eating!

Coats, Laura Jane. Alphabet Garden. New York: Macmillan, 1993. Readers can ollow a little

boy and his cat as they point out—alphabetically—various plants, animals, and a ew non-livingthings in their yard. Each gentle double-page scene is accompanied by two upper- and lower

case letters, a word and its picture beginning with each letter, and a sentence about those

objects. While the book is small or a large group, it would be a un seek-and-fnd game or one

or two children





Plant LifeFleming, Denise. Lunch. New York: Henry Holt, 1992. A very hungry, very messy mouse makes

his lunch rom the colorul ruits/vegetables that he fnds on the kitchen table. The simple text

—one descriptive word and one color associated with each ood item—support vocabulary

growth.

French, Vivian. Oliver’s Fruit Salad . New York: Orchard Books, 1998. Ater a visit to his

grandather’s garden, young Oliver rebels at the idea o canned ood. When his mother

provides resh ruit rom the grocery store, he reuses that too. Only clever grandparents who

promote their “special” ruit salad convince him to try the “yummy” concoction. Appropriate-

length text supports bright, childlike acrylic paintings. Conversation about healthy eating or

ood preservation and a hands-on salad-making project are naturals with this book.

Ganeri, Anita. From Seed to Sunfower . Chicago: Heinemann Library, 2006. A sunower has

big, yellow owers and grows rom a large seed. Step-by-step, rom one seed to a ull-grownbut dying plant, the lie cycle story is told. Colorul close-up photographs show the process,

while some text (bracts, orets) can be read one section at a time or edited.

Garden Friends. New York: DK Publishing, 2003. Animals provide help to and are helped by

plants. Examples o 12 small animals are pictured with the plants they requent. Text is sparse,

but labels provide inormation. Close-up photographs are presented frst in isolation and then

arther away in context.

Gibbons, Gail. From Seed to Plant . New York: Holiday House, 1991. Brightly colored

illustrations and two-level text explain the variety o seeds, how a seed is ormed, and how it

grows into a new plant. Some early additional inormation will be beyond the needs o young

children, but can be edited out easily. Plentiul labels throughout are useul. A seed-planting

project is illustrated, and a concluding page o un acts support additional conversation.

Gibbons, Gail. The Seasons o Arnold’s Apple Tree. San Diego, CA: Harcourt Brace, 1984. As the seasons change, Arnold shares numerous activities that revolve around his special

apple tree. Text is appropriately limited and illustrations are bright with sufcient detail to keep

listeners involved. Small inserts provide additional inormation as appropriate (like honeybee

use o apple blossoms or an apple pie recipe) The wisdom o Arnold’s tree-climbing activities





Plant LifeHammersmith, Craig. Watch It Grow . Minneapolis, MN: Compass Point Books, 2002. Flowers,

grasses, and trees are all plants. Flowers are used to identiy plant parts, then seeds and

growth are discussed. Directions or growing seedlings are added, as are a glossary, index,

and where to learn more.

Harris, Calvin. Pumpkin Harvest . Mankato, MN: Capstone Press, 2008. The crisp weather o

all signals harvest time or pumpkins that can be made into scarecrow heads, carved jack-o

lanterns, or sweet pie. Readers are asked to suggest other signs o all. Text is sparse, but the

large photographs encourage conversation. A glossary and additional places to learn about

pumpkins are added.

Hewitt, Sally. Plants and Flowers. New York: Children’s Press, 1998. Packed with plant

inormation, plus things to do and think about, this book provides basic inormation about how

plants grow and their many uses. Photographs, include some close-ups/in isolation and someshowing a larger context. Readers will need to fnd the appropriate topic and edit accordingly.

Inches, Alison. Corduroy’s Garden. New York: Viking, 2002. Once you get past the talking/

moving teddy bear, the idea that dierent seeds produce dierent plants is good plant science.

The characters created by Don Freeman demonstrate the care that plants need, including

watering. Drawings contain details that encourage conversation as the drama unolds.

Katzen, Mollie. Salad People and More Real Recipes. Berkeley, CA: Tricycle Press, 2005.

The author/illustrator o Pretend Soup has added another 20 healthy, child- and amily-tested

recipes, many with plant ingredients. Each recipe is presented twice: two pages or the adult

helper and two pages o a pictorial version or children. Saety is again highlighted in all recipes

which include Tiny Tacos, Rainbow-Raisin Cole Slaw, Counting Soup, and Corny Corn Cakes.

Keller, Holly. Cecil’s Garden. New York: Greenwillow Books, 2002. Cecil’s excitement about

planting a garden is somewhat dulled by disagreements about what seeds to plant and where.But ater visiting his dysunctional neighbors—the mice and moles—Cecil’s new perspective

helps the rabbit riends plant their garden. Lengthy-looking conversational text provides detail

that provokes interesting reader/listener conversations (not necessarily about plants). Gentle

illustrations provide observation opportunities as the garden progresses rom dirt plot to dining




d d B k

Plant LifeLoki. Jake Greenthumb. New York: Mondo, 2002. Jake is such a good gardener that his

room becomes a jungle with all the plants people have asked him to care or. The problem is

resolved when he gives the people back their plants.

Lunis, Natalie. A Closer Look . New York: Newbridge Publishing, 1999. Fascinating close-

up photographs, many o plants and animals, introduce the detail that magniying glasses,

binoculars, and telescopes can provide. Text is limited and includes questions and directions to

involve the reader and initiate discussion. A glossary, index, and several questions or scientist-

like thinking are included.

Lunis, Natalie, and Nancy White. A World o Change. New York: Newbridge Educational

Publishing, 1999. The idea o change is shown with plant and animal lie cycles, water states,

weather, camouage, and some non-natural examples depicted in large, colorul photographs

and text containing more thought-provoking questions than statements. Some changes likeerosion are beyond the understanding o young children, but all the examples can increase

their awareness o change.

Maass, Robert. Garden. New York: Henry Holt, 1998. This photographic essay is a testament

to the joys o patient gardening. The close-up shots o worms, wheelbarrows, and children

working are good conversation starters as readers pore over the details in some pictures (other

photos will be too distant and detailed or youngsters). 1999 Outstanding Science Trade Book

or Children

McMillan, Bruce. Counting Wildfowers. New York: Mulberry Books, 1986. Close-up

photographs o wildowers illustrate the numbers 1-20. Each photo is accompanied by the

appropriate numeral, colored dots to signiy the number, and the word or that number (in

uppercase only). Flowers are identifed in small letters on each page, plus a key with additional

inormation is at the end. 1986 ALA Notable Children’s Book

Medearis, Angela Shel. Seeds Grow! New York: Scholastic, 1999. Two young children plant

some sunower seeds; provide the needed soil, sun, and water to help them grow; and enjoy

the results. The frst-reader text is basic, and cartoon illustrations are simple enough or easy

observation and conversation Several paper-and-pencil ollow-up activities are provided at the




Plant LifeMorton, Christine & Sarah Barringer. Picnic Farm. New York: Holiday House, 1998. Two

children tour a arm, fnding many plants and animals grown there. Their trip ends with a picnic

where they enjoy many o the arm’s products. The text is very simple and rhythmic, and

uses good descriptive vocabulary. Childlike illustrations are bright and sufciently detailed to

generate good conversation.

Muntean, Michaela. A Garden or Miss Mouse. Milwaukee, WI: Garth Stevens Publishing,1982. Miss Mouse is a very adept gardener—tilling, planting, weeding, etc. She is bored with

her small garden, however, and makes plans or a larger one. When antastic garden growth

eventually prevents her rom leaving her house, she has to call on her riends to harvest and

consume the riches. Once readers accept the idea o mice gardening, the rhyming text is

inormative, and the cartoon-like illustrations are flled with details to discuss.

Pallotta, Jerry. The Flower Alphabet Book. Watertown, MA: Charlesbridge Publishing, 1988.Colorul ower illustrations listed alphabetically (with an extra “” to discuss owering ruit

and non-ruit trees), plus the upper- and lower-case letters, accompany several sentences o

inormation about each ower. Borders usually depict an object or event related to that ower.

Artist’s notes at the end provide additional inormation.

Pike, Norman. The Peach Tree. Owings Mills, MD: Stemmer House Publishers, 1983. Nature

is out o balance ater the Aphis sisters fnd the Pomeroy amily’s young peach tree. The

balance is restored when ladybugs are added to the mix, saving the wilting tree and making

the Pomeroy amily happy again because they are looking orward to sweet peaches.

Pomeroy, Diana. One Potato: A Counting Book o Potato Prints. San Diego, CA: Harcourt

Brace, 1996. Potato prints o mostly amiliar ruits and vegetables provide counting practice

rom one to ten, then by tens to fty, and fnally one hundred. Leaves o each plant are shown

also. Instructions or making potato prints are provided at the end.

Robinson, Fay. Vegetables, Vegetables! Chicago: Children’s Press, 1994. Vegetables

are introduced via the senses o sight, smell, and taste. Clear, close-up photographs and

simple text show examples o the dierent parts o the vegetables that can be eaten. How

the vegetables are grown and prepared or eating also are discussed Typical o small-book




Plant LifeSaunders-Smith, Gail. Beans. Mankato, MN: Pebble Books, 1998. Simple phrases (no upper

case letter or punctuation) act as labels or photographs showing the lie cycle o beans.

Close-up photos in this small-ormat book begin with seed packets or pods to suggest where

gardeners can acquire their seeds. Then the seeds are planted, new bean pods are harvested,

and cut up beans end up in a bowl.

Saunders-Smith, Gail. Seeds. Mankato, MN: Pebble Books, 1998. Using close-up photographsand limited text, this small-ormat book describes how ower-bearing plants begin as seeds.

The variety o sizes and shapes in dierent kinds o seeds, how they grow, and how they are

planted (by people, animals, wind, etc.) are all topics or discussion.

Schaeer, Lola M. We Need Farmers. Mankato, MN: Pebble Books, 2000. With one sentence

per double page and one corresponding photograph on the opposite page, this small-ormat

book provides examples o the work crop and animal armers do to produce the ood we eat.While the ruit, onions, and eggs may be amiliar products to young children, the corn and grain

felds, pig lot, and cow-milking may be new to many.

Schuette, Sarah L. Eating Pairs: Counting Fruits and Vegetables by Twos. Mankato, MN:

Capstone Press, 2003. Simple acts about mostly amiliar ruits and vegetables are presented

along with large photographs. Numerals and numbers increase by twos to twenty, and then 100

peas cap the counting experience. The right-hand margin o each double-page spread contains

the numerals 2 through 20, plus 100, with the number appropriate or that page highlighted. A

review counting exercise and inormation about how/where each item grows concludes the text.

A glossary and places to fnd more inormation are added.

Serafni, Frank. Looking Closely across the Desert . Tonawanda, NY: Kids Can Press, 2008.

— Looking Closely along the Shore

— Looking Closely inside the Garden.

— Looking Closely through the Forest .This series uses the peepbook idea that paying attention to smaller detail can help you learn

about larger things—like nature. Each book contains a series o isolated photographic details

with instructions to look closely, plus several possible answers that stimulate conversation.

The ollowing double-page spread shows the whole item and more-than-enough identifcation




Plant LifeSpilsbury, Louise. Rice. Chicago: Heinemann Library, 2001. What is rice? What is it good

or? How and where is it grown? From feld to table, this book answers these questions and

more. Text is ample but easily edited by substituting conversation about picture observations.

Illustrations are mostly colorul close-up photographs. A ood pyramid, rice pudding recipe,

glossary, index, and bibliography are included. Other books in this Food series include Apples,

Bread, Eggs, Honey, Milk, Pasta, Potatoes, and Pumpkins.

Stewart, Sarah. The Gardener. New York: Farrar, Straus and Giroux, 2000. A series o short

letters tell the story o Lydia Grace Fitch, who goes to live with her dour but willing Uncle Jim

while her ather is out o a job. Her passion or growing things brightens her uncle’s dreary

bakery, his disposition, and eventually all the neighborhood. Pastel illustrations with black

outlines provide detail to be observed careully and discussed at length. Caldecott Honor Book

Titherington, Jeanne. Pumpkin Pumpkin. New York: Greenwillow Books, 1986. Beginningwith the single seed that Jamie planted, this story provides step-by-step descriptions o how

the seed eventually becomes a carving—and a source or next year’s crop. Jamie careully

watches over the pumpkin’s growth, as do several other animals. Text is minimal and ocused

on what is happening in the sot colored-pencil illustrations.

Van Laan, Nancy. A Tree or Me. New York: Alred A Knop, 2000. Looking or his own tree,

a young child climbs fve dierent trees but fnds a number o animals already in residence.

Simple rhyme, bouncing rhythm, repetitious chorus, and one through fve counting are all used

to tell the lively story. Bright collage illustrations add un detail or observing, plus the tree-

climbing might be a topic or discussion.

Wallace, Nancy Elizabeth. A Taste o Honey . Delray Beach, FL: Winslow Press, 2001. The

label on a honey jar leads to the innocent question “where does honey come rom?” The

question is the frst o many that leads backward to bees and ower nectar. Primary text is

minmal but inormation is also provided on signs and labels, and on sidebars. Cut-paper illustrations provide plenty o detail (mostly about honey and bees) or good observation

practice and conversation stimulation.

Head Start Domains and Indicators Associated with Core and Center ExperiencesDomain & Indicators Experience



pLanguage Development 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 TH

Demonstrates increasing ability to attend to andunderstand conversations, stories, songs, poems.

• • • • • • • • • • • • • • • • • Shows progress in understanding and ollowing

simple and multi-step directions.• • • • • • • • • • • • • • • • •

Understands an increasingly complex and varied

vocabulary.• • • • • • • • • • • • • • • • •

For Non-English speaking children, progresses in

listening to and understanding English.• • • • • • • • • • • • • • • • •

Develops increasing abilities to understand and use

language to communicate inormation, experiences,

ideas, eelings, opinions, needs, questions, and or

other varied purposes.

• • • • • • • • • • • • • • • • • Progresses in abilities to imitate and respond

appropriately in conversation and discussions with

peers and adults.• • • • • • • • • • • • • • • • •

Uses an increasingly complex and varied spoken

vocabulary.• • • • • • • • • • • • • • • • •

Progresses in clarity o pronunciation and towardsspeaking in sentences o increasing length and

grammatical complexity.• • • • • • • • • • • • • • • • •

For Non-English speaking children, progresses in

speaking English.• • • • • • • • • • • • • • • • •

LITERACY

Shows increasing ability to discriminate and identiy

sounds in spoken language.•

Shows growing awareness o the beginning and

ending sounds o words.•

Progresses in recognizing matching sounds and

rhymes in amiliar words, games, songs, stories and

poems.

• Shows growing ability to hear and discriminate

separate syllables in words.




Domain & Indicators ExperienceLITERACY CONTINUED 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 T-H

Associates sounds with written words, such as

awareness that dierent words begin with the same

sound.

Shows growing interest and involvement in listening

to and discussing a variety o fction and nonfction

books and poetry.

Shows a growing interest in reading-related activities,

such as asking to have a avorite book read; choosing

to look at books; drawing pictures based on stories;

asking to take books home; going to the library; andengaging in pretend-reading with other children.

Demonstrates progress in abilities to retell and dictate

stories, to act out stories, and to predict what will

happen next in a story.

Progresses in learning how to handle and care

or books; knowing to view one page at a time in

sequence rom ront to back; and understanding that

a book has a title, author and illustrator.

• Shows increasing awareness o print in classroom,

home and community settings.• • • • • • •

Develops growing understanding o the dierent

unctions o orms or print such as signs, letters,

newspapers, lists, messages, and menus.• • • • • • •

Demonstrates increasing awareness o concepts o

print, such as that reading in English moves rom top

to bottom and rom let to right, that speech can be

written down, and that print conveys a message.

• • • • • • •

Shows progress in recognizing the association

between spoken and written words by ollowing print

as it is read aloud.• • • • • • •

Recognizes a word as a unit o print, or awareness

that letters are grouped to orm words, and that words

are separated by spaces.• • • • • • •

Develops understanding that writing is a way o

communicating or a variety o purposes.




Domain & Indicators ExperienceLITERACY CONTINUED 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 T-HBegins to represent stories and experiences through

pictures, dictation, and in play.

Experiments with a growing variety o writing

tools and materials, such as pencils, crayons, and

computers.

Progresses rom using scribbles, shapes, or pictures

to represent ideas, to using letter-like symbols, to

copying or writing amiliar words such as their own

name.

Shows progress in associating the names o letters

with their shapes and sounds.

Increases in ability to notice the beginning letters in

amiliar words.

Identifes at least 10 letters o the alphabet, especially

those in their own name.

Knows the letters o the alphabet are a special

category o visual graphics than can be individually

named.MATHEMATICS

Demonstrates increasing interest and awareness

o numbers and counting as a means o solving

problems and determining quantity.•

Begins to associate number concepts, vocabulary,

quantities, and written numerals in meaningul ways.

Develops increasing ability to count in sequence to 10

and beyond.•

Begins to make use o one-to-one correspondence in

counting objects and in matching groups o objects.• • • • • • • •

Begins to use language to compare numbers o

objects with terms such as more, less, greater than,

ewer, equal to.

• Develops increased abilities to combine, separate

and name “how many” concrete objects.

Begins to recognize, describe, compare, and name

common shapes, their parts and attributes.

• • • •




pMATHEMATICS CONTINUED 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 T-HProgresses in ability to put together and take apart

shapes.

Begins to be able to determine whether or not two

shapes are the same size and shape.• • • •

Shows growth in matching, sorting according to 1 or 2

attributes such as color, shape or size.•

Builds an increasing understanding o directionality,

order and positions o objects, and words such as

up, down, over, under, top, bottom, inside, outside, in

ront, and behind.

• • • • • • • • • • • • • • • • Enhances abilities to recognize, duplicate and extend

simple patterns using a variety o materials.

Shows increasing abilities to match, sort, put in a

series, and regroup objects according to one or two

attributes such as shape or size.•

Begins to make comparisons between several objects

based on a single attribute.•

Shows progress in using standard and non-standardmeasures or length and area o objects.

SCIENCE

Begins to use senses and a variety o tools and

simple measuring devices to gather inormation,

investigate materials, and observe processes and

relationships.

• • • • • • • • • • • • • • •

Develops increased ability to observe and discuss

common properties, dierences and comparisons

among objects and materials.• • • • • • • • • • • • • • • •

Begins to participate in simple investigations to test

observations, discuss and draw conclusions and orm

generalizations.• • • • • • • • • • • • • • •

Develops growing abilities to collect, describe and

record inormation through a variety o means,

including discussion, drawings, maps and charts.• • • • • • • • • • • • • • • • •




SCIENCE CONTINUED 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 T-HBegins to describe and discuss predictions,explanations, and generalizations based on past

experiences.• • • • • • • • • • • • • • • • •

Expands knowledge o and abilities to observe,

describe and discuss the natural world, materials,

living things, and natural processes.• • • • • • • • • • • • • • • • •

Expands knowledge o and respect or their body and

the environment.• • • • • • • • • • • • • • • • •

Develops growing awareness o ideas and languagerelated to attributes o time and temperature.

• • • • • • • • Shows increased awareness and beginning

understanding o changes in materials and cause-

eect relationships.• • • • • • •

CREATIVE ARTS

Participates with increasing interest and enjoyment

in a variety o music activities, including listening,

singing, fnger plays, games, and perormances.

Experiments with a variety o musical instruments.

Gains ability in using dierent art media and materials

in a variety o ways or creative expression and

representation.

Progresses in abilities to create drawings, paintings,

models, and other art creations that are more

detailed, creative or realistic.

Develops growing abilities to plan, work

independently, and demonstrate care and persistencein a variety o art projects.

Begins to understand and share opinions about

artistic products and experiences.

Expresses through movement and dancing what is

elt and heard in various musical tempos and styles.

Shows growth in moving in time to dierent patterns

o beat and rhythm in music.




CREATIVE ARTS CONTINUED 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 T-HParticipates in a variety o dramatic play activities that

become more extended and complex.

Shows growing creativity and imagination in using

materials and in assuming dierent roles in dramatic

play situations.

SOCIAL & EMOTIONAL DEVELOPMENT

Begins to develop and express awareness o sel

in terms o specifc abilities, characteristics and

preerences.

• • • • • • • • • • • • • • • • Develops growing capacity or independence in a

range o activities, routines, and tasks.• • • • • • • • • • • • • • • •

Demonstrates growing confdence in a range o

abilities and expresses pride in accomplishments.• • • • • • • • •

Shows progress in expressing eelings, needs and

opinions in difcult situations and conicts without

harming themselves, others, or property.• • • • • • • • • • • • • • • •

Develops growing understanding o how their actionsaects others and begins to accept the consequences

o their actions.• • • • • • • • • • • • • • • •

Demonstrates increasing capacity to ollow rules and

routines and use materials purposeully, saely, and

respectully.

• • • • • • • • • • • • • • • • Increases abilities to sustain interactions with peers

by helping, sharing, and discussion.• • • • • • • • • • • • • • • •

Shows increasing abilities to use compromise and

discussion in working, playing, and resolving conictswith peers.

• • • • • • • • • • • • • • • • Develops increasing abilities to give and take in

interactions; to take turns, and to interact without

being overly submissive or directive.• • • • • • • • • • • • • • • •

Demonstrates increasing comort in talking with and

accepting guidance and directions rom a range o

amiliar adults.• • • • • • • • • • • • • • • •

Shows progress in developing riendships with peers.




pSOCIAL & EMOTIONAL CONTINUED

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 T-HProgresses in responding sympathetically to peers

who are in need, upset, hurt, or angry; and in

expressing empathy or caring or others.

Develops ability to identiy personal characteristics

including gender, and amily composition.

Progress in understanding similarities and respecting

dierences among people, such as genders,

race, special needs, culture, language, and amily

structures.

Develops growing awareness o jobs and what is

required to perorm them.

Begins to express and understand concepts and

language o geography in the contexts o their

classroom, home, and community.

APPROACHES TO LEARNING

Chooses to participate in an increasing variety o

tasks and activities.• • • • • • • • • • • • • • • • •

Develops increased ability to make independent

choices.• • • • • • • • • • • • • • • • •

Approaches tasks and activities with increased

exibility, imagination, and inventiveness.• • • •

Grows in eagerness to learn about and discuss a

growing range o topics, ideas and tasks.• • • • • • • • • • • • • • • • •

Grows in abilities to persist in and complete a variety

o tasks, activities, projects, and experiences.• • • • • • • • • • • • • • •

Demonstrates increasing ability to set goals anddevelop and ollow through on plans.

• • • • • Shows growing capacity to maintain concentration,

despite distractions and interruptions.• • • • • • • • • • • • • • • • •

Develops increasing ability to fnd more than one

solution to a question, task or problem.• • •

Grows in recognizing and solving problems through

active exploration, including trial and error, and

interactions and discussions with peers and adults.

• • • • • • • • • • • • • • • • •


O C S O G



APPROACHES TO LEARNING

CONTINUED

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 T-H

Develops increasing abilities to classiy, compare, and

contrast objects, events, and experiences.• • • • • • • • • • • • •

PHYSICAL HEALTH AND DEVELOPMENT

Develops growing strength, dexterity, and control

needed to use tools such as scissors, paper punch,

stapler, and hammer.

Grows in hand-eye coordination in building with

blocks, putting together puzzles, reproducing shapesand patterns, stringing beads and using scissors.

Progresses in abilities to use writing, drawing and art

tools including pencils, markers, chalk, paint brushes,

and various types o technology.

Shows increasing levels o profciency, control and

balance in walking, climbing, running, jumping,

hopping, skipping, marching and galloping.

Demonstrates increasing abilities to coordinate

movements in throwing, catching, kicking, bouncingballs, and using the slide and swing.

Progresses in physical growth, strength, stamina, and

exibility.

Participates actively in games, outdoor play and other

orms o exercise that enhance physical ftness.

Shows growing independence in hygiene, nutrition

and personal care when eating, dressing, washing

hands, brushing teeth and tolieting.

Builds awareness and ability to ollow basic healthand saety rules such as fre saety, trafc and

pedestrian saety, and responding appropriately to

potentially harmul objects, substances and activities.

• • • • • • • • • • • • • • • • •

plant life: a teacher's guide

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