A Horticultural K-6 Curriculum Growing Minds Içathiyn B

Planting Seeds,Growing Minds

A Horticultural K-6 Curriculum

Içathiyn B. DonaldCurriculum Designer

PLANTING SEEDS,GROWING MINDSA Horticultural K-6 Curriculum

Copyright 1991 by the California Association of Nurserymen.AU rights reserved. Published 1991. Third Impression, 1994.

Printed in the United States of America

Planting Seeds, Crowing Minds was underwritten by the CaliforniaAssociation of Nurserymen under the direction of the MarketDevelopment and Public Relations Committee.

Curriculum Designer: Kathryn B. Donald holds a masters ofeducation degree (curriculum option, science educationemphasis) and works as a science education consultant,professor and K-6 science teacher based in Oakland. She has 15years experience teaching science to both children and adultsand was honored in 1988 as a Muriel Green Award Winner forOutstanding Science Teacher by the Council for ElementaryScience International.

Editing: Nancy H. Crowley, Crowley Barich Communications

Illustrations (unless otherwise noted): Hope Epstein

Curriculum Unit Design and Production:Acorn Graphics, San Rafael

The design of this document was based on the design of theCalifornia State Environmental Education Guide. Copyright 1988 bythe Alameda County Office of Education, Hayward, Calif.

Title: John Payne

Arbor DaylNational Gardening Month Curriculum UnitAdvisory Board:Steve Atwood, Clyde Robin Seed Company; Don Difion Jr., FourWinds Growers; Dave Straus, Sloat Garden Center; BarbaraWogsland, Grace-Sierra Horticultural Products Company.

The following teachers field tested the curriculum:Laura Buffi, Kathryn Donald, Sonja libel, Brenda Frantz, BlancheMalankowski-Smith, Galen Murphy, Mario Zelaya. Specialthanks to Brighton By-Products of New Brighton, Penn. andClyde Robin Seed Company of Hayward, Calif. for supplyingteachers with materials for field testing.

The California Association of Nurserymen wishes to thank thefollowing people who contributed their time and support tothe development of this curriculum:Kay Antunez, Project Learning TreeLisa Frank, San Francisco League of Urban GardenersBetsy Olson, California Department of EducationKay Slagle, Mann Conservation LeagueSharon Dezurick, PG&E

Leslie Comnes, Ross Hutchings, Caroline PasmanCarol Rowley, Dr. Carolie Sly, Sharon Straus

Students from Country Club School, San Ramon;Dover School, San Pablo; Garfield School, Oakland;Kensington Hilltop School, Kensington

For more information contact:Arizona Nursery Association1430W. Broadway Suite A-lWTempe, AZ 85282480-966-1610

“Science is a limitless voyageof joyous exploration.”

—Walt Whitman

TABLEOF CONTENTS

Introduction 1

Being A Scientist 3

ASeedlsABeginning 5

Copycat Page: Directions 6

Copycat Page: Flip Book 8

A Seed Becomes A Plant 10

Six Plant Parts 11

Seeds To flowers To Seeds 12

Copycat Page: Flower 14

Where In Earth7 16

Copycat Page: Garden 15

Planting Container Gardens 18

Borrow A Tree 20

BuildATree 22

Tree-Planting Project 24

Tree-Planting Ceremony 26

Resources 29

INTRODUCTION

SUMMARY OF THE CURRICULUMBy participating in first-hand experiences and hands-on experiments as scientists, children will discover thebasic needs and concepts of seeds, plants, flowers andtrees. Students will apply this knowledge as theycreate ffip books, poetry and crafts, play games thatteach, adopt a tree, design a container garden andhold a tree-planting ceremony.

It is our goal that your students will achieve theobjectives listed below, enjoy science through thestudy of plants and frees, gain a respect for the role ofplants in nature and in their lives, work in cooperationwith others and become empowered as joyful thinkersand learners.

CURRICULUM OBJECTIVESBy using this curriculum, your class will:

• Acquire facts and information related to plants byusing the scientific processes of observing, gatheringdata, categorizing and sequencing;• Gain deeper understanding and reasoning skills bycomparing, contrasting, classifying, summarizing,verifying and analyzing;• Synthesize information by reorganizing data,hypothesizing, imagining, inventing and creating;• Examine the impact of this new knowledge bydescribing feelings, discussing values and reviewingpossible courses of action and the decision-makingprocess.

ORGANIZATION AND TIMINGAlthough the curriculum was designed to be taughton and around California Arbor Day, March 7, andNational Gardening Month in April, it can easily betaught at any time of year and extended for manyweeks.

In the first lesson, children will discover that many ofthe processes scientists use to learn about the worldare the sameprocesses they themselves have alwaysused. Students will use these processes in the firstguessing game and throughout the curriculum.

In the following lessons, children will grow andobserve seeds under different conditions to determinethe basic needs of plants and seeds. Students recordtheir data on a sheet that will become a flip book.Activities that include dissecting a seed, making apaper flower and acting out plant parts all focus onthe structure and function of seeds, plants andflowers.

In the Where In Earth? lesson, students will play acooperative logic game that expands their knowledgeof plant needs and challenges students to use this

information to design a garden plot. This is followedby a lesson where students will plan and plant acontainer garden.

The tree section of the unit begins with the students’careful observation of a school or neighborhood tree.In Build A Tree, the class will learn about the structureand function of tree parts by role playing.

The next two lessons focus on how to choose andplant a tree. The class will design and carry out ameaningful free-planting ceremony as an expressionof their understanding and appreciation of theimportant role of plants and trees in their lives.

If teachers choose to plant a tree in March and do thecontainer gardening at a later date, it is recommendedthat they begin with the first two lessons wherestudents discover the basic needs of seeds and plants.The knowledge acquired in the early lessons will helpchildren make decisions about the trees they will plantand care for.

CALIFORNIA SCIENCEFRAMEWORK GUIDELINESThis curriculum is designed to follow guidelines inthe 2990 Science Framework for California Public SchoolsK-U. It includes experiences where children becomescientists by practicing the process skills identified inthe objectives. In the Science Framework it says:

Scientists study the world around us and try toexplain natural objects and events.1The scientist, as observer, systematically gathersinformation of the world through direct and creativeindirect use of the human senses.2

Footnotes

Continued on next page

1Science Framework for California Public Schools (Sacramento:California Department of Education, 1990), p.3.2lbid., p. 146.

PLANTING SEEDS—GROWING MINDS

INTRODUCTION continued

California Science Framework Themes

Following a thematic approach enables children toapply their understanding about plant concepts toother organisms and ecosystems they may study.Various unifying themes could be stressed: Scale andStructure, Systems and Interactions, Patterns ofChange or Energy. The following statements from theScience Framework are examples of how to tie togetherthe subdisciplines of science using the suggestedthemes.

Living things have structures that do specific thingsto help the organisms live and grow and meet theirneeds as they interact with their environments...Allliving things need certain resources to grow, such asfood, water and gases to breathe. If any of thesethings are lacking, the organism will die.3Plants are able to make food out of air and water,using the energy from sunlight and nutrients fromsun or water. Living things depend on other livingthings in many ways.4

Related California ScienceFramework Conceptsmodified to Summary Statements

Plants• Growth and reproduction of plants are affected bytemperature.• Stems support plants and transport their fluids.

• Soils provide the water and minerals that plantsneed.• Seeds require certain conditions, such as propertemperature and moisture, in order to germinate.• Roots anchor plants and absorb minerals and waterfrom soil.

• Plants can be grown for use and enjoyment.

Humans• Humans are part of the biosphere and are dependent on it.• Humans rely on a great variety of living things formany reasons. They need to exercise judgement, careand planning in their use of natural resources including plants, animals, soil and water.

Footnotes3Science Framework for California Public Schools (Sacramento:California Department of Education, 1990), p. 117.4Thid., p.118.

ASSESSMENTIt is recommended that students keep a portfolio oftheir best work during the unit. This will give teachersand students an opportunity to assess the children’sprogress and understanding of the concepts and mainthemes of the unit. At the end of the unit, students canreview and critique their work alone, with anotherstudent or with their teacher. They can summarizetheir new understandings and discuss how they canapply this information in their own lives.

2 PLANTING SEEDS—GROWING MINDS

BEING A SCIENTIST

SUMMARYStudents share theirunderstanding of scienceand their perceptionsabout scientists. Througha guessing game, studentspractice using some of thesame learning processesas scientists do to discoverand learn about the world.This lesson will culminatewith students identifyinga mystery plant in theguessing game. This will lead into the next series oflessons which cover the study of plants and continueto involve the children as scientists.

BACKGROUNDIt is important to hear and respect the students’diverse impressions of the world. This provides youwith the information you need to design experiencesthat test their misconceptions. Through this process,students will come to new understandings about theworld around us.

PREPARATIONHave a baby doll already in a bag for the sciencediscussion. Keep the cut washed mint hidden duringthe guessing game and have two bags with a sprig ofmint in each.

PROCEDURE

Part One: Discussion About Scienceand Scientists

1. Ask the students to tell you what they believescience is. They will probably mention the manydifferent things that are traditionally studied inscience (plants, animals, etc.). Summarize the discussion by telling them, “Science is the study of all livingthings and all objects in the world.”

2. Ask the students how scientists discover thingsabout the world. (Common answers include “reading”and “using their brains.”) Ask them how their brainsreceive information about the world. Use the exampleof a hot stove burner and ask the class what messagesdo their brains receive about the burner from theireyes, their nose or their fingers.Conclude that our brains receive messages throughour senses: touch, sight, smell, hearing and taste.These senses help us find out about the world.Another name for this process is observing. This iswhat scientists do too.

3. Hold up the closed bag with the baby inside toshow the class.

Announce to the students, “In this bag, I have the firsthuman scientist.” (Pause for the class to think aboutthis.) Let the students guess what’s in the bag.Pull the baby doll out of the bag and after they react,ask the students why you called this baby a scientist.If they cannot guess, ask them how a baby finds outabout the world.Ask the class what babies do with objects when theypick them up with their hands. (Babies usually putobjects in their mouths.) Ask what babies discoverwhen they do this. (Textures, tastes, smell, temperature, etc.)

Remind the class that babies often bang objects; askwhy babies might do this. Explain that babies areusing their sense of hearing and doing experiments tosee and hear what happens when they hit differentthings. Ask what other senses a baby uses—until allfive senses are named.

4. Conclude that babies use senses, guesses andexperiments to find out all about the world. Remindthe class that scientists use senses and experiments tofind out things about the world.Ask students if this means that babies are scientiststoo. Say to the class, “Raise your hand if you have everbeen a baby. Now raise your other hand if you findout about the world the way a scientist does.”


Time: 50 minutesSetting: ClassroomMaterials:For Introduction:• Ababydollina bagFor Teacher/Class Activity:• Enough washed and cut up fresh mint in aplastic bag for all students to have a taste.(Keep in wet paper towel in refrigerator untilready.)• Two paper lunch bags, each with a sprig ofmint inside.

PLANTING SEEDS—GROWING MINDS 3

JA flXA 0C2 fln~Oa-/’~.

UsJtiy our Senses

Past Two: Guessing Game WithTwo Bags of Mint

1. Hold up two closed bags containing mint

2. Announce to the class, “We are going to practicebeing scientists and use all our senses to make guessesabout what I have in these two bags. Which senses areyou using now?”When they answer “seeing,” ask the class what theireyes tell them about the bags. Ask them what theireyes tell them is not inside the bag.Ask the students what other senses they can use fromwhere they sit.

When they answer “hearing,” walk around the roomshaking the bags for the students to hear. Ask themwhat information their ears give them about thecontents of the bags. Ask them to tell you what thecontents could not be. Ask how they know. Ask themif they wonder what it is in the bag. Tell them thatwithout the sense of wonder, we wouldn’t be inspiredto use our other senses.

3. Tell the class that scientists take information fromtheir senses and make guesses. Ask students towhisper their guesses to the person next to them.

4. Ask for a volunteer to demonstrate and help withthe touch and smell process. Choose a helper and tellthe child and the class the rules of the game.

“Here are the three rules:

J. No one will peek or say what’s in the bag until theend of the game when we all say what it is aloudtogether.

H. If students figure out what’s inside the bag, theyare to pat themselves on the back.

III. Those students who are waiting their turns toparticipate should watch the faces of the people withtheir hands in the bag to see if they have guessed thebag’s contents by touching them.”

5. Have your assistant put his hand in the bag. Holdthe bag snugly on his arm to prevent peeking andrepeat the rules. Ask the child to smell his fingers. Tellhim to take the bag around the room in one directionfor touching and smelling while you take the otherbag around in the opposite direction.

6. Offer students a chance to taste the bag’s contents.Pass out the cut washed mint. The students musthave their eyes closed as they taste the mystery plant.When the whole class has had the chance to taste it,ask if anyone can give clues about what it is bysuggesting foods they’ve tasted before that containedthis flavor in them without saying the name.

7. Before the children reveal their guesses, discuss theprocess of guessing with them. We all change ourguesses as we learn more information. All guesses areimportant—even those that are “not right.” Scientistsdon’t always guess “right” every time.

Have everyone say what they guess is in the bag at thecount of three. Review what the students learnedabout the object from their sensory exploration. Whatdid their fingers tell them? Ask for temperatures,shapes, textures. Ask how the students knew theobject was a plant.8. Explain to the students that in the next few weeksthey will discover many new things about plants andtrees using their senses, making guesses, observingand experimenting as scientists.

EXTENSION IDEAS• Have mint candy or mint tea together.

• This activity can be done over and over withoranges, lemons, etc.


For Hands-On Activity:

A SEED IS A BEGINNING

SUMMARY OF NEXT TWO LESSONSStudents predict whether alfalfa seeds will grow in 10different conditions created for class demonstrationexperiments. They also will grow their own seeds anddecide where to hang them. After observing anddrawing their seeds every day for a week, studentsmake a flip book from their drawings to “see” the seedgrow into a plant.Through observing and comparing the results of theseexperiments, students will discover and identifydifferent basic plant needs and conditions that affectplant growth. They also will identify any additionalquestions they have about plants.

PREPARATIONDraw the following diagram on the blackboard orcopy it for each group of students from the CopycatPage: Directions.

~1. 2.P055 ovibag9,es and 0p toael in wa+er and

paper Pawela place in ba5gie~3. Drop ;n a 4.

weal1 pnch

~E~rs~r and ban9 It

Decide the size of your groups.Each group will need:• Dish pan or tray to hold materials• Roll of masking tape• Ballpoint pen or marker• One pair of scissors• A few hand lenses (optional)• Margarine tub or small container filledwith water to dip paper towel pieces• Sponge or paper towels for spills• Small container of alfalfa seeds• Copycat Page: Directions (optional)

Each child in the group will need:• Cut-up paper towel about 2 x 3’(Prepare pieces in advance.)• Plastic ziplock sandwich bag• Pencil• Copycat Page: Flip Book(duplicated on white construction paper)

Time: 50 minutesSetting: ClassroomMaterials:For Introduction (choose one):• Either poster of a redwood tree or otherlarge free• And cone or cones from the free in poster• Or selection of potted plants• Or seed packets with pictures ofmature plants

For Teacher Demonstration Experimentfor Class:• The chart (described in Preparation)• Small bag of potting soil• A trowel or big spoon• Three margarine tub-sized containers, onefor each of the following water mixtures:

1) 2 tablespoons of salt mixed in water2) biodegradable soap mixed in water3) scouring powder mixed in water

• A pitcher of water• 10 (2’ x 3”) pieces of paper towel• 10 ziplock bags• A small bowl of alfalfa seeds(health food store)• Scotch tape

Continued on page 7


COPYCAT PAGE: DIRECTIONS

F

/ , I_f, —

,~ z

of seeds(10-12 seeds)

and ban3 it

1. 2.Pass ou+

bag~ies and

paper towels

D~p tovsel in wct+er andplace in bct9gie

3. Drop ~n Q

small pnch

4.

5. 6..z~P N-

6 PLANTING SEEDS—CROWING MINDS

Tape nine plastic bags to an 18” x 24 piece of construction paper and label as shown in the diagramabove. Place the paper on an easel or tape it to theblackboard. Keep demonstration supplies close by.

PROCEDURE

Day One

Introduction

1. Begin by showing the students a picture of aredwood. Explain how it is impossible to see the topof the tree because of its enormous size. Hold a tinyredwood cone in your hand and explain that the seeds

for the redwood are very small and are containedwithin the cone.

Seeds are amazing because they contain all the foodthey need to start a plant or tree growing and sustainit until it is capable of producing its own food. Showdifferent potted plants explaining that each has itsown seeds. You also can pass around seed packetswith photos and illustrations of the plants on thepackage that show what type of plant the seeds willbecome.

2. Explain to the students that they will practice usingthe same processes that scientists use: observing,guessing and experimenting to discover what seedsneed and do not need to grow into plants. The firstexperiments will be done for the whole class; thestudents will then do their own experiments.As the teacher undertakes each experiment, thestudents will guess or predict whether the seeds willgrow. The teacher will record the students’ predictions. Observation of the seeds will take placethroughout the week to determine how the seeds havegrown.

Teacher Demonstration

(Instructions for each experiment are contained in thefollowing teacher narrative. Each number identifies anew experiment.)

1. “I am putting a piece of paper towel and a pinch ofalfalfa seeds into the first bag and nothing else. Raiseyour hand if you think the seeds will grow. (Countand record the numbers on the chart.) How manythink the seeds will grow? Does anyone think otherwise? Why?”

2. “In the second bag, I will put the towel, seeds, andlots and lots of water.” (Complete this process andrecord the students’ predictions.)

3. “The third bag will contain a towel soaked in saltwater and seeds. What do you predict?” (Record.)

4. “The fourth bag will have one kind of soapywater—scouring powder.” (Record.)

5. “The fifth will have a biodegradable soapy water.”(Record.)

6. “The sixth will have dirt and no water.” (Record.)

7. “The seventh will have dirt and some water.”(Record.)

8. “The eighth, not yet taped to the paper, will have atowel dipped in water and seeds but will be twistedup into a tight little wad allowing no air or space.”(Tape up the twisted bag and record the students’predictions.)

9. “The ninth bag will have seeds and a towel dippedin water. We will put this bag in the refrigerator.”(Record again.)

Continued on page 9

W&II Mc.If~ Seeds Grow in:

Guesses

•les__~r Guesses

No Waler?

Resul*s _____________

L0t5 0c Water? SoI+y Water?

Results: ______________ Results: _____________

Guesses

c’.’°°~ ‘1~~—

Goesues‘Yes —

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7

Soapy Waler?Ce.~dey.do~le)

Results: ______________

Soapy Water?(Nos 3,de~radokle’)

Dtrt i. No Water?

Ressl4s~ _______________

t~eu

.~ Guesses

~irf S Water? Water S No Wr~, No Space?

ResaI+s: _______________ R.sult.s: _____________

Refrge rat a2. Wafer9


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Plants Chançjeby

Student Experiment One Week Later10. Tell the students they will conduct the lastexperiment. This includes dipping a paper towel inwater, adding seeds, putting the towel and seeds in aplastic bag and selecting a spot in the classroom tohang the experiment.

Students will draw the seed each day and record anychanges on a special paper (data sheet) that willbecome their own flip book. Tell them to write theirpredictions on the back of the paper. Younger childrencan write “yes” or “no” as to whether they think theirseeds will grow.

11. Give the students the Copycat Page: Flip Book datasheet and have them write their names on it. Distribute a couple of seeds to each student and 2-3 handlenses (optional) for each group of students. Ask themto take turns looking at their seeds through the handlens.The students should look carefully to be able to drawthe right shape. It may be a new experience to drawwhat they see. Explain that scientists draw what theysee too.

12. Ask the students to draw the seed on the CopycatPage: Flip Book data sheet. Tell them they will draw theseed each day for a week. Ask them to draw it on thedot provided on the data sheet and to make it largerthan the dot. Demonstrate how to do it. Have thestudents write the number of the day (Day 1, Day 2,etc.) on their drawing for each day they record theseed’s growth. Collect the students’ papers. Invite thestudents to taste the seed if they wish.

13. Have the students “read” the directions for their“planting” on the blackboard or in a hand-out. Be sureto tell them to place the tape at an angle so the bag ishung securely. Suggest that they separate one or twoof the seeds from the rest so they can observe thesemore easily.14. When the seeds are all in labeled bags, allow thestudents to place them wherever they want in theclassroom. (If no one chooses a very dark place, putyour experiment in that location. Please, no cluesabout light.)

Each Day During the Week

Follow-up to Teacher Demonstrationand Student Experiment

Each day at the same time, return the data sheets andhand lenses to the students. Ask them to take fiveminutes to draw the seeds; show the students whatthe class chart results are so far. They may need to adda tiny bit of water to their bags if dry. The studentswill have to guess what happened to their experiments over the weekend to complete their drawings.Remind them to observe very carefully as theycomplete their drawings.Check the students’ drawings to see whether theyhave drawn the roots, leaves and stem.

Reviewing What Happened to the Seedsand Making Flip Books

Ask the students to look at their sprout drawings ontheir data sheets and their experimental bag of seeds.

DISCUSSION QUESTIONS• Which part of the plant grew first?

• Which day did the brown seed coat come off?• Look closely at the coat. Does it still have food forthe seed inside it? Why not?

• When could you see the leaves?• Can you tell where the stem meets the root? (Onsome of the sprouts, the root begins where the bendis.)• Tell me about the differences between the root andthe stem.

• Does anyone’s plant have little tiny root hairsgrowing yet?

What surprised you? Why?

MAKING THE FLIP BOOKProvide students with directions to make a flip book:

1. Cut the rectangles on the data sheet apart on thedotted lines.

2. Stack them in order from Day One to the last day,and put the title page on top. The rectangles can beslightly staggered with the edge of rectangle twopeeking out behind the first one, and so on, for easierflipping.

3. Staple the rectangles on the solid line with threestaples.

4. Flip the pages with your thumbto see your seed grow.

EXTENSION IDEAS• Take a piece of celery and cut twoinches up the stalk to make twolegs. Put one leg in red-coloredwater (use a few drops of red fooddye) and another leg in plain orother colored water. Observe thecelery throughout the week. Thiswill show how a plant consumesand transports water and possiblepollutants.

• Put one piece of celery in therefrigerator and the other out to dryfor several weeks. Ask the children to observe thecelery and notice the differences between the two. Thecelery that is allowed to dry out will dehydrate. Thecontrast between the two plants will demonstrate howmuch of a plant consists of water.


A SEED BECOMES A PLANT

SUMMARY

Part Two of A Seed Is A BeginningOne week later, students will examine the results ofthe experiments with seeds and sprouts to makeconclusions about the needs of plants.

PREPARATION

Post the chart with the plastic bags. Take out the bagsfrom the dark closet and the experimental seeds,grocery store sprouts and celery from the refrigerator.Place the glass with the split stalk of celery on thetable.Ask the students to prepare last week’s experimentalbag of seeds (now sprouts) and the data sheets forreview and observation.

Prepare and post a large piece of butcher paper asshown below.

PROCEDURE

1. Tell the students that they will look at all thesprouts to see what has happened to them in a week.Ask the students to tell you what they have discovered from the experiments, what they now know, andwhat they think they know about the needs of sproutsand plants so you can record it on the chart. You alsowifi record things the students think they know, butare not sure, and what they still want to know aboutseeds arid plants.

2. First, ask the class if anyone has seeds or sproutsthat have died. Reassure the student(s) that you havemore seeds for them. Ask them if they have any ideawhy their seeds died. Typically, some wifi have driedout or drowned. If this is so, have the student(s) showthe others.

Ask them to tell you what to record on the butcherpaper. Ask the class if anyone placed their seeds in thedark.Compare the sprouts that spent the week in the darkwith those that were located in the sun. Record thestudents’ conclusions about how llght affects theleaves and length of stems.

3. Lead the students into their responses by saying:“Seeds and plants need...” Pause to let the children tellyou an answer. (For example, water.) Write theirresponses on the butcher paper.

Recommendation: with students who are E.S.L.,L.E.P. or learning to read, write “water” and make asymbol for water that everyone agrees upon. Do thesame for other chart information.

4. Ask the students to review the class experiments.Look at the bags on the chart and ask what theylearned about the seeds in the bag that had no water.

Next, look at the bag that had the most water anddiscuss and record the results. Look at the bag thathad salt water and record the students’ observationson the butcher paper.

5. Look at the bags with the soapy water to see theresults. (It’s surprising to many that sprouts can growin biodegradable soapy water that usually carries toxicwarnings for humans.)

Ask the students whether they think it would be safeto eat sprouts from either of the soapy water bags. Listany questions you or the children want to know in theappropriate column.

6. Look at the bag that has dirt and no water, and thebag that has water, but was twisted up too tightly toallow for space or air. Look at the seeds from therefrigerator. Write down the students’ conclusionsabout why these seeds did or did not grow.The completed list of plants’ and seeds’ needs shouldinclude air, sun (light), space, water, warmth andnutrients. Seeds do not need light in the beginning,but do require light as they turn to sprouts so thatthey can become green.

DISCUSSION QUESTIONS• What results surprised you the most?• Look at our list of plant needs. If you plant seeds ortake care of plants, what should you remember to do?• What questions do you have about plants or seeds?(Record questions in the correct column. Below eachquestion leave space to record an answer.)

Time: 30 minutesSetting: ClassroomMaterials:• Box of alfalfa sprouts from the grocery store• Celery stalks• Butcher paper and marker

WNATWE tWOW

SEEDS AND PLANTS

1HPNt WE 006W WANT To EWOW

SEEDS need;

S~’eds don’t need;

cntflPLANIS need:a,r Nw,ter

2. Space 5 light3. n,jtr,eo.4n (.Ini

PLWt15 don’t need:

Too wojck eea+er

Ploe*s gro’. aCtor Wk3 ore they greEn? I. lank it .p ~. a bo.k.It root

(oNe) (rae) Cole)


• Using the chart as a guide, help each student figureout how to find the answer to the questions. Encourage the class to research the answers and report back.

This discussion will lead to other experiments theclass may wish to do. It also will help stimulateadditional reading of texts or reference books. Foryounger children, help set up experiments and bringin books for them to read and share.

EXTENSION IDEAS

A Closer Look at Seeds and Sprouts• Let the studentseach dissect a bigbean that has beensoaked overnight.Direct students tolook for the plantembryo with itssmall pair of leavesand root. Ask themto find the seed coatand cotyledon wherethe tiny plant gets itsfood until it canmake its own.

A Closer Lookat the Stem

(Continued frompage 9)• Show celery intwo different colorsto demonstrate theway a stem consumes water and(possible) pollutants. Show thecelery from therefrigerator andcompare it to thecelery drying out todemonstrate howmuch of a plant iswater.

• Give each of the students a bunchof sprouts from the grocery store toobserve. Direct students to lookinside the tiny brown seed coat tosee if the sprouts have used up theirfood. Direct the class to take a closerlook at the bend of the plant wherethe stem meets the root. Invitestudents to eat the sprouts, reminding them that this was the kind ofseed they grew.

SIX PLANT PARTS

Food Part of Plant That FoodRepresents

1. Six groups of approximately four students aregiven a secret food to act out.

2. The rest of the class fries to guess what the groupis. As you pass out the bags, tell the groups that theymust become that object from the refrigerator togethercooperatively.

3. When the students are finished, ask each groupwhat part of a plant it played.

4. At the conclusion, the class will count how manyparts of the plant were represented and name themaltogether out loud.

EXTENSION IDEAS• The Banana Slug String Band has a song called “SixPlant Parts” on a tape called Dirt Made My Lunch. Toobtain a copy of this tape and other BSSB tapes,contact BSSB, P.O. Box 717, Pescadero, CA 94060;phone 408/429-9806. Tapes are $9.00. Songbooks are$3.00. Note: if you play this fun tape for the class, eachgroup stands up when its plant part is mentioned.

• Have children bring vegetables and bean seeds andmake a soup to share.

Time: 50 minutesSetting: ClassroomMaterials:• Six brown lunch bagsPut one of the following foods in each bag:

BroccoliCelery

flower

CarrotLettuce

stem (or petiole of leaf)root

Cotyledon

• Bananaleaves

Popcornfititseeds


SEEDS TO FLOWERSTO SEEDS

SUMMARYStudents will learn how a flower makes seeds. Theywill apply this information by making a simple craftusing one piece of paper folded twice and cut threetimes. It will become a seed that turns into a plantwith root, stem, leaves and flower. The students willadd the stamen and pistil.

BACKGROUND AND PREPARATIONTry the craft activity yourself first so you can show thestudents how to do it. It’s easier than it looks.The following diagram can be drawn on the blackboard. Memorizing the parts of the flower need not be

- the focus of the activity. Learning about the structureand the function of the flower together will make thelesson more meaningful. Older children are moreinterested in drawing and labeling the parts.

Pistil

The male part of the flower is the stamen with a stalkcalled a filament and a top called an anther that holdsthe pollen.

The pistil is the female part and is hollow like a longvase, with an ovary and eggs at the bottom.The sepals are at the base of the flower petals andsupport them.The pollen is transferred from the anther on the top ofthe stamen to the top of the pistil called the stigma.The pollen then moves down the tube, called the style,and into the ovary to fertilize the eggs. This is the wayseeds start. Pollen is most commonly transferred byinsects and wind.

INTRODUCTIONTell the students they will learn how seeds begin togrow by making a plant and flower from a paper seed.Show the class a real flower pointing out the male andfemale parts. Explain how the flower is fertilized. Tellthe students they will put the male and female partson their flower. Older students can draw the flowerand label the parts.

PROCEDUREDemonstrate each step for your students. Let themwatch you first and then let the class complete the stepbefore you proceed to the next one.

Stamen

Time: 40 minutesSetting: ClassroomMaterials:• Enough real flowers for groups or pairsof students to see the stamen and pistil.(Lilies are best.)For Each Child:• Copycat Page: Flower duplicated on construction paper• Small brass brads• Scissors• Crayons• Glue and colored paper scraps if you wishto add stamen and pistil

jUrist ration by Nonna Navy


3. With the point up, cut the seed out only on theline. Cut all the way around, but do not cutacross the fold at the bottom. You wifi have twoparts.

5. Place the cut shape exactly on top of the plainseed shape and stick the brad through both ofthem at the dot.Open the back of the brad.

2. Fold the longdrawing inside,the short way, soyou cannot see it.Hold it on thefold.

4. Put the blank seed part aside and write yourname on it.Hold the long picture with the point down.Starting at the point, cut up to the end of the lineand stop.Return to the point and cut to the top of the lineagain and stop.

6. Twist the inside piece of paper sideways so theroot comes down and the leaves are at the root’ssides.Take the two long flaps and twist them up tomake any kind of flower you wish. It can betaped or glued and colored. Each flower plantwill be unique.Add several stamens and the pistil by drawingor gluing them on. When closed, the paper lookslike a seed.

Steps1. Hold the paper up and fold the blank side inthe long way.

I

C->

PLANTING SEEDS—CROWING MINDS 13

COPYCAT PAGE: FLOWER

S

BACKCOPYCAT PAGE: GARDEN

Read the clues to the group, bitt do not sliozv them Ito anyone else. IProblem: Which crop is planted in each of the I

sections of the garden? IClue: • The melons are to the right of the beans.

Read the elites to the group, bitt do not show themto anyone else.

Problem: Which crop is planted in each of the Isections of the garden? I

Clues: • The peas are next to the corn.

The melons are to the right of the carrots.

Read the clues to the group, but do not show themto anyone else.

Problem: Which crop is planted in each of thesections of the garden?

Clue: • The carrots are in front of the peas.

2Read the cIties to the group, but do not show then,to anyone else.


Clues: • The beans are planted in front of the corn.• The peas are next to the tomatoes.

4Read the cIties to the group, bitt do not show thenito anyone else.


Clue: • The tomatoes are in back of the melons.

6*Read the climes to the group, bitt do tiot show theitito ant/one else.


Clue: • The carrots are next to the beans.

CD

FRONT OF THE GARDEN PLOT

Beans Tomatoes Carrots Melons i Peas I

CLUE CARDSCIJTONDOTfEDLINES

1

For younger children: students can work in pairs oralone; the clues can be read aloud.

Decrease the size of the garden to make it easier forthem to solve the problem. Cut off the two sections onthe right of the garden plot. Eliminate the melons andtomatoes.On the second and third clue cards cross off thebottom clues. Use only clue cards 2, 3, 5 and 6 forgroups of four students. Simplify more as needed.

Directions for all students: remind the students thatin previous lessons, they discovered the basic needs ofseeds and sprouts. Ask if they can name those needs.

Tell the students that they will play a game that willhelp them think about the seeds’ and sprouts’ needsas they grow to be larger plants. Later the studentswill plan how to plant their own gardens.

THE GAME

WHERE IN EARTH?

SUMMARY OF ACTIVITYThe class cooperatively solves a group logic problemto figure out where plants are located in a garden.This game will introduce students to the decisionsthey will face as they plan their individual or classcontainer gardens.

Tell students that they have different clues and needeach other to solve the problem just as scientists needto share information to solve scientific problems.Students may read the clues aloud, but cannot showthem to each other.

THE PROCESSIf a few groups figure out the answer and the rest arestruggling, have the class stop. All students with thefirst clue can read it in unison and move the vegetable.Repeat this step with each clue until everyone figuresout the answer.

THE ANSWER

I. _ p

flflbol

PREPARATION AND INTRODUCTIONMake one copy of the Copycat Page: Garden for eachgroup of four to six students. Cut out the completegarden plot and cut up the six clue cards and thevegetables into separate pieces. Place the plot, cluecards and the vegetable pieces into each group’senvelope.When distributing the envelopes to the groups, showthe students where the front, right and left sides of thegarden plot are or draw the diagram of the plot on theblackboard.

For older students: if there are more than fourstudents in a group, use the extra clues that are starred(*). The problems can be solved with the first fourclues.

DISCUSSION QUESTIONS

1. What technique did you use to solve the problem?

2. Look at the garden. Which plants are the tallest?Which are the shortest?

3. If the sun shines on the right front of the gardenand moves to the left front during the day, what willhappen if the tall plants are right in front of the shortplants? Move a short plant behind a tall plant.

Time: 30 minutesSetting: ClassroomMaterials:• Copycat Page: Garden and envelope for eachgroup of 4-6 students• A seed package for each pair of students• Garden Books (see Resources on page 19)for older students


4. Look at the garden to see if there are any problems.Are the beans blocking the sun from the corn? Are themelons blocking the tomatoes?

5. Can your group figure out a different way to plantthe vegetables where short plants are still in front.What would your clues be? Write them down andtrade with another group.

6. Hand out seed packages for the students to look at.• What information can you find out from the packet?If you only have a seed package and a tiny seed, howdo you know how tall the plant will be?• Are there any clues on the package?• Have students hold up the seed package and tellabout the seeds’ height, light and water needs.

7. At a nursery or garden center, small plants oftencarry tags that tell their future height and how muchsun they will need. If no clues are available, how elsecan we find out information about plants? (Comparing and measuring a full-grown plant that comes fromthe same seed, reading books, talking to nurserypeople, etc.)

8. Tell the students that the purpose of this game wasto show them examples of decisions that people makewhen they plan gardens.

Just as they worked together to solve the game, thestudents also will work together to plan the classgarden using clues from the background materialprovided in the next lesson, and information frombooks that tell about the needs of different plants.

When planning a garden, the objective is to chooseplants that share similar needs for light, water andspace and group these plants together.

EXTENSION IDEAS• For younger children: give all children the gardenplots and vegetables and have them create and colortheir own garden anyway they wish. Keep thegardens in the students’ portfolios.

• For older children: ask groups of four to six students to create more container garden logic problemsusing information they get from seed packages andresearch on how to select compatible plants.

They can use the books listed at the end of the Container Garden lesson to create clues. These containcharts on compatible and companion plants andrecommendations for plants’ space requirements thatcan be copied for the students’ use.

• Identify different types of plants to research and askthe students to create a logic problem for these plants.Examples include: vegetables, plants that needsunlight, plants that prefer shade, water thirsty plantsand Water Wise plants such as California natives.Have the students identify several varieties of plantsin a specific category and sketch those plants in thegarden plot. Tell the students to group the plantsaccording to their water and sunlight needs, andfuture height.

Instruct the students to make clues about the location,needs and characteristics of each plant similar to theclues that were provided in the game that they played.

After you copy the students’ logic problems, havethem cut the clues up and put them in envelopes forother groups to try the problems.

To summarize: groups can share information aboutthe plants they researched so the class can decidewhat kind of garden it would like to plant. If resourcesare available, each group can plant the containergarden it researched.

SOURCE OF ACTIVITY“Where In Earth?” adapted from SPACES, Solving

Problems of Access to Careers in Engineering andScience, 62-63, by permission of the programdirector. Copyright 1982 by the Regents, University of California, Berkeley.

SUMMARY

PLANTING SEEDS—CROWING MINDS •j7

BACKGROUND INFORMATIONAncient Chinese believed that working in harmonywith nature to increase the natural yield helped themfind real satisfaction and sense more clearly themeaning of life. Much can be learned from caring forthe green things of this world. A container garden canbe an ideal way to expand students’ understanding oflife and life processes and their possible role in thecare and nurturing of life on this planet.Container gardens have many advantages overgarden plots; they are flexible, portable, require lessspace, fewer tools and less work, and are almostinstantly rewarding. They can make a rooftop orparking lot attractive and can turn a dusty asphaltcorner of the playground into a pretty, green garden.

• Location

There are several things to consider when planning acontainer gardening project with your students. Thelocation of the garden is most important.

Water is a basic requirement so the garden should besituated close enough to a water faucet to be reachedby a hose.

The garden also should be in a spot that receives aminimum of six hours of sunlight (this is mandatoryfor most vegetables and many flowers). Smallercontainers can be moved around, if necessary, to takeadvantage of good sunlight.

Situate the garden so it is accessible to students yet issecure. If necessary, move small containers andcontainers with wheels indoors at night to preventvandalism or theft.

Cooperation

As the teacher, you should decide whether thecontainers will be communal or individual. In acommunal garden, students share the work of cultivating, planting and harvesting all the containers.

A communal garden encourages group participationand cooperation and ensures that every studentreceives something from the harvest.Individual containers enable students to take responsibility for their own containers. They can be used tocompare different varieties of plants or to accommodate an individual student’s special interests.

• Choice of Plants

Annuals will provide the most dramatic results inyour garden; they grow and produce quickly during asingle season. However, annuals require a constantsupply of moisture and nutrients to fuel their work.Check with a local nursery or the California Association of Nurserymen to find out specific varieties toplant.Most vegetables areannuals; you might trybeans, beets, broccoli,carrots, Swiss chard,cucumbers, eggplant, kale,lettuce, green onions,parsley, peas, peppers,radishes. Or try fruit suchas cherry tomatoes andstrawberries.

Try planting some flowerseeds as well—bachelor’sbuttons, calendula, cosmos,snapdragons, sweetalyssum and sweet peas areeasy to grow from seeds.

PREPARATION AND INTRODUCTIONRemind the students of the game they played with agarden plot. Tell them they will use the informationthey learned from the game to plant a garden in acontainer which is a very small plot. Show studentsthe containers.

Discuss with students the benefits of containergardens. Identify the various needs of containergarden plants (i.e. water, light, air, nutrients, etc.)Have students check possible sites on different days

PLANTING CONTAINERGARDENS

Time: 40 minutesSetting: Classroom or outdoorsMaterials:• Big bag of dirt and containers for planting(see ideas in Procedure)• Seeds or seedlings• Spoons or trowels• Watering cans or pitchers• Fertilizer


and at various times to determine where the sunshines the most. Help students locate a nearby watersource.

Consider taking the class to visit a local garden centeror nursery so that students can observe vegetables andflowers growing in containers and flats. Have thestudents prepare a list of questions in advance of theirvisit. Students can refer to the resource books listed atthe end of the lesson plan to research their questions.Arrange with the nursery to have a representative onhand to field the students’ questions.

PROCEDURE

1. Students can collect containers from parents,Mends and local merchants. Containers should holdat least three gallons of soil for large or deep-rootedplants like tomatoes, squash and melons. They shouldhold one and a half gallons of soil for smaller plantslike lettuce, onions and flowers.Containers should have drainage holes on the bottomand should be made of a material that won’t rot ordeteriorate before the plants have matured. Baskets,garbage cans, plastic pails, whiskey barrels, woodenboxes, clay pots, coffee cans and water or bleach jugsall make good containers.

2. Fill the containerswith soil (use commercial planter mix or ahomemade mix of 70percent organic matter—such as peat moss orcompost—and 30percent sand). Commercial or organic fertilizershould be addeddepending on the plant’srequirements.

3. Select seeds to use or seedlings.

4. Help students sow seeds directly into containers,following seed package directions. Thin the seedlingsas recommended on the package.

5. Help students develop a system to check periodically whether the plants need water. It is better towater according to plants’ day-to-day needs ratherthan by a set schedule.

The soil should never become parched. Infrequentdeep watering is better than shallow watering, since itprevents alkali buildup in the soil. Water only as oftenas is absolutely necessary to minimize water consumption and develop greater plant tolerance to dryspells, and then water thoroughly to promote deeproot growth.

DISCUSSION QUESTIONSAND FOLLOW-UPStudents can predict when the seeds will sprout andcompare their predictions with those on the seedpackage. Review Six Plant Parts and what happened tothe students’ alfalfa seeds in their flip books.

After the plants have matured, cut the flowers andcompare the flowers of different plants. Identify theparts of the flower (Seed To Flower To Seed lesson) anddiscuss the function of each part. Eat and compare thevegetables, too. Let some of the plants go to seed sothat students can observe an entire life cycle from seedto seedling to plant to seed.Ask the following questions:

• What did we have to give the plants for them togrow and produce?

• What did you like about our garden? What didn’tyou like?• Why is it important to know how plants grow? Howare they important in our lives?

Have students draw pictures of a seed, a seedling anda plant. Students can make a class picture book thatdescribes the various steps of their project or recordthis information in their science portfolio.

RESOURCESBremner, Elizabeth, and John Pusey. Children’s

Gardens: A Field Guide for Teachers, Parents andVolunteers. Berkeley, Calif.: University of California Cooperative Extension Common GroundGarden Program. This guide provides handy tipson working with children in gardens.

Ocone, Lynn. The Youth Gardening Book. Burlington,Vt.: Gardens for All, 1983. Information on startingand maintaining conventional and containergardens is included in this book.

Sunset Container Gardening, by the editors of SunsetBooks and Sunset Magazine. Menlo Park, Calif.:Lane Publishing Co., 1984. Container gardening isdescribed and illustrated in this reference book.

For Students

Oechsli, Helen, and Kelly Oechsli. In My Garden: AChild’s Gardening Book. New York: MacmillanPublishing Co., 1983. This children’s bookexplains the various steps for cultivating agarden.

SOURCE OF ACTIVITY“Planting Container Gardens,” adapted from The

California State Environmental Education Guide,294-295, by permission of the publisher. Copyright 1988 by the Alameda County Office ofEducation, Hayward, Calif. To purchase, contact:Alameda County Office of Education, Attention:Media Sales, 313 West Winton Avenue, Hayward,CA 94544-1198.

@0


To The Tree SectionThis section of the unit begins with children familiarizing themselves with a tree near school by makingand recording observations about it. They will becomeacquainted with a tree’s inside structure and functionby becoming parts of a tree in a game. Visualizing thelife of a tree will provide students with deeperunderstanding, awareness and appreciation of trees.This section will culminate in a special tree-plantingceremony to celebrate Arbor Day.

BORROW A TREE

SUMMARYContinuing in their role as scientists, the students“borrow” a tree to observe it closely over severalmonths. Younger children record their observationsthrough pictures they draw in the classroom. Olderchildren can keep a journal.

PREPARATIONLocate a nearby deciduous free to observe or bring asmall tree in a container for the class to observe ifthere are no frees near your school.

Borrow A TreeObservation

• Build A TreeRole Playing

• Tree-Planting ProjectPlanning the Planting

• Tree-Planting CeremonyHands-on Activity

PROCEDURE

Outside

1. Select a tree to observe. Remind the children thatscientists need to use their senses to observe carefullyso they will be able to tell when and if somethingchanges when they visit the tree each month.

2. Visit the tree and record observations. Youngerstudents can dictate to the teacher and older childrencan record their impressions in a journal or fill out aditto sheet with the following directions and questions. Be sure to write the date on the paper.

Introduction

Time: Two 40-50 minutes periods(one outside and one inside)Setting: Classroom and outsideMaterials:• Stethoscope (optional)For Younger Students:

Outside:• A chart to record their observations;paper and crayons for children to sketchor do rubbings• A hand-out including questions inProcedure

Inside:• Butcher paper to draw or paint the freeand put it on the wallFor Older Students:• Journals or paper• Pencils• A hard surface to write on• Copy of directions and questionsin ProcedureLESSONS:


3. Describe the free as it is right now.• Describe the texture of its leaves and bark; dorubbings of both.• Identify the color and shape of the leaves, branchesand bark.• listen for any sounds the tree makes with orwithout wind. Use a stethoscope to listen to the trunk.• Smell the leaves and bark to see if they have anyodor.

• Do new leaves smell differently than old?

4. Can you find any evidence of other living thingsthat may live on or under the free and need the freefor their survival? What does this tree need to survive?

5. Draw the free.

6. Review this information in class. Younger studentscan make a free on butcher paper in the same shapeand color as the free. Encourage them to include anyof the details you recorded such as the other thingsthat live on or around the free. The children can gluethe bark rubbings on the paper.

7. Each month, visit the tree, and observe and recordany changes or discoveries. Have the younger students record these changes on the class tree. Olderstudents should continue to keep records in individual or class journals.

8. As you record and discuss information about thetree, review the following information:

• A free is a living thing and needs the same thingslittle sprouts need (sun, soil, space, water, air).

• Sometimes frees need help from people (diseases,injuries, pruning, watering, weeding).

• Focus on the free parts: buds, branches, leaves,needles, trunk, bark, canopy and roots. Have examples of these to touch.

• Explore free products and collect them in a classroom “free museum.”• Discuss ways to use and reuse paper products sofewer trees will be cut down. Set up a recycling stationin class. Collect used paper for recycling collectionand pick-up. Use both sides of a paper.

SOURCE OF ACTIVITY“Adopt A Tree,” adapted from Project Learning Tree

Supplementary Activity Guide for Grades K-6, 4-6,by permission of the publisher. Copyright 1987by The American Forest Council, Washington,D.C.

Tree poster made by class.


SUMMARY

BUILD A TREE

In this fun activity, students act out the various partsof a tree: the taproot, lateral roots, heartwood, sapwood, phloem, cambium and bark. The children learnabout thejunction of each tree part as they become aliving tree together.

• The heartwood section provides strength andsupport for the free.

• The roots (taproot and lateral) anchor the tree in theground and draw up water and trace minerals.

• The sapwood or xylem (zi-l~m) carries water up tothe branches and leaves.

• The cambium (kam-bi-üm) is the growing part ofthe tree.• The phloem (floh-ém) carries food from the leavesto the rest of the tree.

The bark protects the tree.

INTRODUCTIONRemind the students that they have studied theoutside of the tree with scientific observations. Nowthey will learn how the inside of a free works byplaying a game.

HEARTWOODStage Direction:To begin play, choose two or three students and askthem to play the heartwood. Have them stand withtheir backs to each other.

Teacher Narrative:“This is the heartwood—the inner core, the strength ofthe tree. The heartwood’s job is to hold the trunk andbranches upright so the leaves can get their share ofthe sun. The heartwood has been around a longtime—so long that it’s dead. But it’s well preserved!The heartwood used to be alive, but its thousands oflittle tubes that carried water up and down are now allclogged with resin and pitch. Your job is to ‘stand talland strong.”

TAPROOTStage Direction:

Next, ask several students to play the taproot. Tellthem to sit down at the base of the heartwood, facingoutward.

Teacher Narrative:

“You are a very long root, called a taproot. Plantyourself deep in the ground—about 30 feet. Thetaproot enables the tree to get water from deep in theearth, and also anchors the tree firmly to the ground.When storms come, the taproot keeps the tree frombeing blown over by high winds. Not all trees have ataproot (a redwood doesn’t), but this tree does.”

LATERAL ROOTS

Stage Direction:

Choose people with long hair who look as if theywon’t mind lying on the ground. Ask the “lateralroots” to lie on their backs with their feet up againstthe trunk and bodies extending away from the free.

Teacher Narrative:

“You are the lateral roots. There are hundreds andhundreds of you. You grow outward all around thefree, like branches but underground. You also helphold the tree upright. At your tips are tiny root hairs.”

Stage Direction:

At this point, kneel beside one of the lateral roots andspread out his or her hair.

Teacher Narrative:

“Trees have thousands of miles of root hairs that coverevery square inch of soil into which they grow. Whenthey sense that there is water nearby, the cells growtoward it and suck it up. The tips of the root hairshave cells as tough as football helmets. I want thelateral roots and taproot to practice slurping up water.When I say ‘Let’s slurp!,’ you all make a loud slurpingnoise. Okay, let’s hear you slurp!”

Time: 50 minutesSetting: Classroom or outsideMaterials:• Poster or drawing of the tree below onblackboard

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22 PLANTING SEEDS—CROWING MINDS

SAPWOODStage Direction:Ask a small group to play the sapwood. Chooseseveral students to form a complete circle around theheartwood. Have them circle the heartwood, facinginward and holding hands, being careful not to stepon any roots!

Teacher Narrative:“You are the part of the free called the sapwood, orxylem. You draw water up from the roots and lift it tothe tree’s highest branches. You are the most efficientpump in the world, with no moving parts. You’re ableto lift hundreds of gallons of water a day, and you dothis at speeds of more than 100 miles an hour! Afterthe roots slurp the water from the ground, your job isto bring the water up the free.“When I say ‘Bring the water up!,’ you respond:‘Wheee!’ (As the students say this, they throw up theirarms into the air.) Let’s practice. First we’ll have theroots slurp. Let’s slurp! Now, bring the water up!Wheee!”

CAMBIUM/PHLOEM

Stage Direction:Select a group of students to play the cambium/phloem. Have them form a circle around the sap-wood, also facing inward and holding hands.

Teacher Narrative:

“Toward the inside of the tree is the cambium layer,the growing part of the tree. Every year it adds a newlayer to the sapwood and phloem. A free growsoutward from its trunk, and also from the tips of itsroots and branches. It doesn’t grow like your hairdoes. Behind you, toward the outside of the free, is thephloem. This is the part of the tree that carries foodmanufactured by the leaves and distributes it to therest of the free. Let’s turn our hands into leaves.”

Stage Direction:Have the students stretch their arms upward andoutward so that they intersect each others’ arms atwrists and forearms, leaving their hands free to flutterlike leaves.

Teacher Narrative:

“When I say ‘Let’s make food!,’ raise your arms andflutter your leaves and absorb the energy from the sunand make food. And when I say ‘Bring the fooddown,’ you respond ‘Whoooo!”

Stage Direction:

Make the “Whoooo” a long descending sound whileyou bend at the knees and drop your arms and bodytoward the ground. Practice the sound and motionsequence with the students.

Go through all the sounds and motions with all the

parts, in this order: “Let’s slurp!” “Let’s make food!”“Bring the water up.r””Bring the food down!” (Noticethat the cambium/phloem ring makes food before thesapwood brings the water up. Make sure also that thestudents don’t raise their arms and flutter their leavesuntil you say “Let’s make food.” This way their armswon’t get tired.)Ask the remaining students to play the bark. Havethem circle round the free, facing outward.

Teacher Narrative:“You are the bark. What kind of dangers do youprotect the tree from? What about fire and insects,extreme temperature changes and people with pocketknives who want to carve or cut you?”

Teacher Narrative:

“Raise your arms with both elbows out and both fistsclose to the chest. (Pause.) Do you hear that high-pitched sound? It’s a feisty and very hungry longsnouted pine-borer. I’ll go and see if I can stop it. If Idon’t come back, you’ll have to stop the pine-boreryourselves.”

Stage Direction:

Disappear behind a tree and come out as the pine-borer. Ham it up by scowling, using branches for yourantennae and turning your head back and forth. Zeroin with your antennae and point your long bore-snouttoward the tree. Now run or walk quickly around thetree, pretending to try to penetrate the bark’s protective layer. The “bark” people should try to fend youoff.

While you are going around the tree, lead the rest ofthe tree groups in their parts. Shout the commands forall the parts in sequence. Go through the sequencethree or four times. The commands for the tree partsare as follows:

Teacher Narrative:

(First time only) “Heartwood, stand tall and strong!”and “Get tough, Bark!” (I) “Roots, let’s slurp!” (2)“Leaves, let’s make food!” (3) “Sapwood, bring thewater up!” (4) “Phloem, bring the food down!”

Stage Direction:

After the first round, shout the commands withoutgiving the names of the tree parts. When you finish,have the students give themselves a big hand forbeing such a wonderful tree. And help the roots up offthe ground!

SUMMARY

1. After recess, have the students who were involvedin each of the tree part roles describe the function oftheir tree part.

2. Draw a diagram of the tree parts on the blackboardfor students to copy.


PLANTING SEEDS—CROWING MINDS 23

3. Ask the students to recall the parts of a sprout(leaves, stem, root) and compare them with the partsof a tree. Which parts are similar and which aredifferent? Ask the class to compare the basic needs(air, space, nutrients, sun, water) of the sprout and thetree.

4. Ask if the basic needs of the sprout and tree areneeds that we as human beings also share.

5. Ask the students to recall the effect of too littlewater on sprouts. Ask what they think happens totrees when there is not enough rain.

6. Ask students to think about and then write or sharethe ways a tree is like a factory in the way it works.

SOURCE OF ACTIVITY“Build A Tree,” adapted from Joseph Cornell, Sharing

the Joy of Nature, 62-66, by permission of theauthor and the publisher. Copyright 1989 byDawn Publications, Nevada City, Calif.

TREE-PLANTING PROJECT

SUMMARY OF ACTIVITYStudents will apply the information they have learnedabout plants’ and trees’ needs. The class will select atree, a location for planting and develop a plan toplant and care for the new tree.

BACKGROUND INFORMATION

Choosing the LocationIdentify a few possible locations (school grounds,park, or a child’s home) to plant a tree before discussing this with your class. Be sure there is adequate

space for a young tree to grow into its adult size.Avoid blocking important views or interfering withpower lines. Remember that the tree’s roots needadequate space and moisture so avoid locations thatare too close to asphalt or concrete.

Water and NutrientsConsider the following questions:• Will the tree have to compete with other livingthings for basic needs such as water, soil and nutrients?

• If you plant a tree in a lawn, will frequent lawnwatering promote shallow free roots?

• Will the lawn and tree compete for nutrients?

• Is the tree close enough to a water supply for a hoseto reach it?

Trees have different watering requirements. Whenthey’re first planted and taking root, they typicallyneed frequent watering. Students should check thesoil at a depth of two or three inches before watering.If it’s dry, water thoroughly. Check with a nurseryprofessional about your tree’s special water, fertilizerand future pruning needs.

Choosingthe TreeVisit a nursery orgarden center andask a professional tohelp you selectseveral trees that areappropriate for yourclimate and soilconditions. Bring asample of the soil toaid in the decision-making process.Allow the class tomake the finaldecision aboutwhich tree to plant.

PREPARATION AND INTRODUCTION

Preliminary DecisionsCheck with the proper authorities in your school anddistrict and find out if there are any rules governingtree locations and varieties. If so, make plans toaccommodate those rules throughout this lesson plan.

Evaluate whether a selected tree will need wateringduring the summer. If so, be sure that a nearby watersupply can be turned on and that a hose can reach thetree. Find out if a district gardener can care for the treein the class’ absence. If not, ask parents and/orstudents to take turns caring for the tree during thesummer as some schools have done before.

Time: 50 minutes for the first activity plus15 minutes follow-up the next day. The secondactivity will take approximately 30 minutes.Setting: Classroom and outsideMaterials:• Tree Identification Books• Notepads or clipboards• Pencils• Chart paper and marker


PROCEDURE

Activity One: Your Class Helps Select A Tree

Take a group of students or the whole class on a freewalk in your neighborhood to see which kinds of treeswould be desirable and appropriate to plant at yourschool. Start by looking at the location(s) you haveselected for a tree so the children can keep them inmind as they consider possible free varieties. Bringseveral “Tree Finder” books for students to use toidentify frees.

Older students can make a list of the frees you’reconsidering; ask students to look up informationabout different varieties to help them in their decisionmaking.

Ask some of the children to record things to avoidwhen planting trees; have others note the questionsthat come up during the “free walk;” ask anothergroup to list the free varieties the class prefers. Foryounger students, you do the recording.Be sure to look at mature trees so the children can seetheir height and width and determine if they would beappropriate for your site. Point out examples of treesthat are too crowded or too close to power lines,buildings, stop signs so students can see what to avoidwhen planting. Remind the class of the chosen site.

Suggest that students look under trees to see whatneedles, leaves or flowers drop and discuss whetherthese things would be a problem at the school location.

When you return to the classroom, ask the students tonarrow their choices to three frees they like. Discussthe benefits of each (i.e. height, width, leaves (deciduous), fruit, flowers, shade, protection). Make a list ofquestions about the trees that will help students selectone to plant.Take a small group of students or if possible, thewhole class, to a nursery or garden center and arrangeto have a California Certified Nursery professionalanswer the students’ questions. Review the information in class and ask the students to make a finaldecision about which free to plant.

Activity Two: Identify Basic Needsof the Tree and Sign Up to Help

After the students select the tree and site for planting,ask them to take two minutes to think of the thingsthey have learned about plants and their basic needs.

Divide the class into small groups and ask them tomake a list of what the new free will need. Record thegroup’s impressions on the blackboard. Make sure thefollowing needs are identified: space, air, water,nutrients/soil and light.When the list is complete, tell the students you willread them more information about a tree’s needs (usethe Background Information at the beginning of thelesson).

Ask the students to identify which of the free’s needsthey can provide. Explain that the area under the freeshould be watered and possibly weeded. Arrange foreach student or group of students to assume part ofthe responsibility for caring for the free. Make a jobchart for signing up to help.

h~ to be done? Who ~i1l do it?I.Watern~ clara, Nancy, Pevon2. W€.d~n9 Fel1,~, Kc.+ky, I?~cky, I4opa3, 1

Look at the Recipe For Planting A Tree and identifywhat jobs need to be done to plant the tree and addthem to the chart. Ask for volunteers to help withthese jobs.

RECIPE FOR PLANTING A TREE

Basic Ingredients• The right tree: kind and quality• A shovel, rake and pickax (optional)

• Mulch (bark or leaves)• Topsoil (for rocky soils)

• A hose that will reach the free• Two tree stakes and ties (optional)

Eight Easy Steps to Plant Your TreeSuccessfully

1. Dig the proper sized hole for your free. Makevertical sides as shown in the diagram. Loosen the dirton the sides of the hole to allow root penetration. Ifyou’re fransplanting your tree from a container, thehole should be one inch shallower than the containerand 6 to 12 inches wider than the root ball.

2. Carefully remove the container just before the treeis put into the hole. Try to move the free by the rootball instead of the trunk. Minimize the time the rootsare exposed to air.

3. Set the root ball in the hole and adjust it until the“best” side of the free faces the direction you want.Make sure the top surface of the root ball is one inchhigher than the natural soil grade. Lay a stick orshovel handle across the hole to see if the root ball ishigh or low.

4. Fill the hole in and around the root ball with thesoil you removed from the hole in Step One. If the soilis filled with rocks, rake out the large ones. Break upany clods and mix them with good topsoil. Firm thesoil around the root ball until the hole is 2/3 full.

5. Fill the remaining space with water. Finish filllngthe hole with soil, but do not compact the soil. No fillsoil should be put on top of the root ball.



6. Mound what soil is left into a six-inch high ledgearound the planting hole. Fill the basin around thetree with water to thoroughly wet and settle the soil.

7. Place a two- to three-inch layer of mulch such asbark or leaves around the tree. Mulch helps to controlweeds and retains water in the soil. Keep turf/grass18 inches away ~m the trunk.

8. Remove any stake that is next to the tree trunk.Restake your tree only if the tree cannot support itself.Use two stakes and place them 12 inches away fromthe trunk on either side to support the tree with tiesagainst the wind. This prevents the trunk or branchesfrom rubbing against the stakes.

RESOURCES

Tree Finder BooksLanzara, Paola and Mariella Pizzetti. Simon &

Schuster’s Guide To Trees. New York: Simon &Schuster, Inc., 1978.

Phillips, Roger. Trees of North America and Europe. NewYork: Random House, 1978.

SOURCE OF ACTIVITY“Recipe For Planting A Tree” adapted from the

California Association of Nurserymen, Sacramento, Calif.

TREE-PLANTING CEREMONY

SUMMARY OF ACTIVITYChildren will learn the history of Arbor Day and willsynthesize the information they have learned aboutfrees to create a ceremony that includes their understanding of, feelings about and appreciation for trees.

BACKGROUND INFORMATION

History of Arbor Day

Tree-planting festivals are probably as old as civilization. Throughout the world, school children, men andwomen plant trees, care for them and appreciate theirvalue. In the United States, this “festival” is celebratedon Arbor Day. In other lands, it may be called ArborWeek, Tree Holiday or Tree Festival. In Japan, it iscalled Greening Week. In Israel, where it is changingthe entire face of the land, it is called the New Year’sDay of the Trees. Korea has a Tree-Loving Week.Iceland has a Student’s Afforestation Day. Yugoslaviaholds an Arbor Day in the spring and an AfforestationDay in the fall. India celebrates a National Festival ofTree Planting.The First Arbor Day in the United States wascelebrated in Nebraska on April 10, 1872. Settlers inthat state had cleared the land of most trees, usingthem for farming, building homes and firewood. ANebraska newspaperman, J. Sterling Morton, came upwith the idea of Arbor Day, which takes its name fromthe Latin word “arbor” meaning tree. Morton dedicated Arbor Day as an annual event where old andyoung people alike would remember to plant and takecare of trees.

On the first Arbor Day in Cincinnati, Ohio in 1882,more than 20,000 school children helped plant a groveof trees in Eden Park. This began the tradition ofchildren taking a leading role in Arbor Day celebrations.

Leave any lowshoots to developa sturdy trunk;keep themshortened to 6-10inches. Removein 2 to 3 years.

If needed,double stakeusing soft,flexible treeties. Tie nohigher thannecessary.

2 to 3 inchesof mulch.

above existinggrade.

6-inch ledgefor watering

Time: 40 minutes the first day and50 minutes the second day.Setting: Classroom and outdoorsMaterials:• Two pieces of butcher paper and marker• The Giving Tree by Shel Silverstein• The right tree: kind and quality• A shovel, rake and pickax (optional)• Mulch (bark or leaves)• Topsoil (for rocky soils)• A hose that will reach the tree• Two tree stakes and ties (optional)

‘ “

Backfill withoriginal soil.Do not coverroot ball.

Dig hole 6 to12 inchesbeyond theroot ball.

Place root ball onfirm soil androughen sides ofplanting hole.

(ration by Dave Broad


Since 1909, Californians have celebrated Arbor Day onMarch 7, the birthday of Luther Burbank, renownednaturalist and breeder of numerous new plants, fruitsand flowers. Burbank lived and worked most of hisadult life in Santa Rosa, California.Today, all 50 states celebrate Arbor Day.

In 1947, California’s state legislature passed a law,sponsored by the California Association of Nurserymen, officially recognizing Arbor Day as March 7.

Since its beginning, the idea of Arbor Day, to remindchildren and adults of the need to plant and protectour frees and forests for their beauty and value, hasgrown to become a national tradition.

PREPARATION AND INTRODUCTIONAll the arrangements for the actual planting weremade in the previous lesson.

1. On the blackboard write: “Ingredients for a Ceremony.”

2. On one piece of butcher paper write:

3. Write on another piece of butcher paper that will beused the following day:

PROCEDURE

Day One

1. Explain to the class that its study of plants and freesover the past few weeks will culminate with thestudents planning a special tree-planting ceremony.Planting a tree offers a perfect opportunity to reflecton the importance of frees in our lives. If possible,plan to plant the tree on or around California ArborDay, March 7. Read the History of Arbor Day to theclass so the students understand they will participatein a universal tree-planting tradition that has beentaking place for thousands of years.

2. Ask the children to recall another special ceremonysuch as a wedding, baby christening or birthday. Ask

them to think about or write down what fraditions oringredients made this memory a special occasion.Encourage the class to share their impressions withyou and make a list of their ideas on the blackboard.The list might include songs, food, gifts from friends,candles and cards with poems that make people feelspecial.

Havethe class choose the ingredients for your tree-planting ceremony from this list. Organize your ideasand record them in the agenda section of your “Tree-Planting Plans.”

3. Show the class the “Tree-Planting Plans” sheet andidentify what needs to be done to prepare for theceremony: day, time, place, guest list. Should thestudents make invitations? Do they want food? Whatkind of food? (Idea: tree food such as apple or orangejuice, fruit.) Figure out who will prepare the food.Select other members of the class to share in theresponsibility for ceremony preparations.

4. When the subject of gifts comes up, post and/orread the following quote from a native American ofthe Pomo Tribe:

Plants are thought to be alive,then juice is their blood,and they grow.The same is true of trees. Allthings die, therefore all thingshave life. Because all thingshave life, gifts have to begiven to all things.

—William Ralganal Benson

Suggest to the class that each child offer the free a giftby pouring a cup of water on its roots to help it grow.Students also will make a promise to help care for thefree or to save frees by recycling paper. They willwrite their promises on a slip of paper and bury themin the ground with the free roots. They also will writepoems about the importance of trees in their lives aspart of this class project, and will read their poems atthe free-planting ceremony.

Day 2

Part One: Inside

5. Read The Giving Tree by Shel Silverstein to helpstudents think about how trees enrich our lives. Whenyou finish reading, ask the class to help you list waysfrees enrich our lives.

The list should include beauty, shelter, food and shadefor many different kinds of plants, animals andpeople. Identify free products such as medicines,paper, chewing gum, candy, records, camera film,bath soap, mixed nuts, table salt and color crayons.Trees also absorb carbon dioxide, a major pollutant,and produce life-giving oxygen, creating a healthierenvironment.


Tr’ee-P(cintin3 Plans

limeP~nco:Food?

Aggnde~:

Whom to invite

Prgparation

log t0t ions:1 I.e. *et:Di99ing Ike hole:Other;

Tk~ Wwqs in WWch li’ees EnrichOur Lives


6. Help students visualize their favorite outdoor placewith trees.. .think about the trees that are there.. .whattheir leaves look like and what insects and animalslive there.Ask the class to erase the trees from the pictures intheir mind and to notice how places look and feelwithout frees. Tell the students to put the frees backinto the pictures in their minds. If your studentscannot easily do this, go outside, look at real frees,then ask them to “erase” the frees from their minds.

Discuss what the students noticed or felt when theyremoved trees from the pictures in their minds. Addtheir feelings and comments to the list of “How TreesEnrich Our Lives.” They may wish to draw theirfavorite place with or without frees.

Part Two: Outside

7. Take the class outside to a special free: (Eachstudent should bring a pencil and paper.) Jf there areno trees, use slides or posters of trees for this exercise.Ask the students to sit far enough from each other tobe alone with their thoughts.If possible, have children lie down on their backsoutside. Tell them that while you read JosephCornell’s poem about trees, they should feel they’rebecoming the part of the tree that each line describes.After the first stanza, they can open their eyes andlook at the base of a large free. (Inside, have studentsstand apart from each other with their eyes closed.)

My long limbsstretching out for space,tips tickled by the wind,touched by the sun.

They invite all lifeto shelter among them,beneath them, inside me,beneath me.

Life runs through me.I invite all life to me.

Roots anchored deep,limbs lofty high,I abide in both worldsof earth and sky.

Part Three: Inside

9. Demonstrate how to write a Haiku poem withthree lines: the first line has five syllables; the secondhas seven; and the third line has five syllables.

Ask the children to create their own poem by usingwords from the left side of the paper and addingothers to create a poem on the right side. You can dothis with younger children as a group to create a classpoem. They can borrow ideas and words from the listthey made about “How Trees Enrich Our Lives.”Students may want to write their poem their ownway. The children can read their poems during thefree-planting ceremony as their special gift to the newtree.

10. Review the list of jobs and responsibilities forplanting and taking care of the tree with the class. Askeach student to write (or dictate) his or her promise tocare for the tree and all trees on a piece of paper. Ideasinclude watering, weeding, picking up leaves andrecycling to prevent more trees from being cut down.

Keep the slips of paper in an envelope until it’s timefor the ceremony. During the ceremony, invitestudents to place their promises in the ground withthe free’s roots.

Tree-Planting Day

SOURCE OF ACTIVITY

8. Tell the students they will write a poem about frees.Ask them to fold a piece of paper in half the “fat” wayand on the left side, write words that describe treesand their feelings about frees. This can be done as awhole class for younger children. After the childrenhave at least 10 words on their paper, return to theclassroom.

“History of Arbor Day” adapted from the CaliforniaAssociation of Nurserymen, Sacramento, Calif.

The poem “Roots going down...” reprinted fromJoseph Cornell, Sharing the Joy of Nature, 102, bypermission of the author and the publisher.Copyright 1989 by Dawn Publications, NevadaCity, Calif.

11. Hold your free-planting ceremonyand follow the RecipeFor Planting A Tree.

Roots going down,reachingthrough damp earth deep.Down, down,holding me here.

(Open your eyes and lookat the frunk of a largetree...)

My great round trunk,massive and slender,solid yet yielding,carrier of life.


RESOURCES

OrganizationsAmerican Forest Foundation, 1250 Connecticut Ave., N.W.,Washington, D.C. 20036. Brochure and poster: The Life of theForest. ($1.50 for brochure; 16 posters for $15.00.)

California ReLeaf, do Trust for Public Land, 116 New Montgomery St., 4th Floor, San Francisco, CA 94105. Phone 1-800-TREE-CEO for information about becoming involved with localtree-planting groups.

Landscapes Southern California Style, 450 Alessandro Blvd.,Riverside, CA 92517. Phone 714/7804177. Contact for information about field trips toWater Wise garden, plus brochures,books and films about water conservation in the garden.

National Wildlife Federation, 1400 16th St. N.W., Washington,D.C. 20036-2266. Phone 1-800-432-6564 to order NatureScopescience and environmental activity series for K-S teachers.Eighteen different issues focus on subjects such as endangeredspecies, birds, mammals and insects. ($7.95 per issue or $99 forcomplete set.)

Project Learning Tree, The American Forest Council, 1250Connecticut Ave., N.W., Ste. 320, Washington, D.C. 20036. Phone202/463-2468. Project Learning Tree is an environmentaleducation project jointly sponsored by the Western RegionalEnvironmental Education Council and the American ForestFoundation.

Project Learning Tree (California office), California Departmentof Forestry and Fire Protection, P.O. Box 944246, Sacramento, CA94244-2460. Phone 916/323-2498. Contact California coordinatorfor workshop schedules. PLT activity guides available onlythrough workshops.

Project Life Lab, 1156 High Street, Santa Cruz, CA 95064. Phone408/459-2001 to order The Crowing Classroom, a science educationgardening guide for grades K-6, and for in-service teachertraining.

Sacramento Tree Foundation, P.O. Box 15824-A, Sacramento, CA95852. Phone 916/924-TREE to order Seed to Seedling, a curriculum guide for grades K-6 that focuses on planting oak seedlings($10.00).

San Francisco League of Urban Cardeners (SLUC), 2540 NewhallStreet, San Francisco, CA 94124. Phone 415/468-0110. Resourcefor in-school presentations, slide shows and gardening referencebooks. (Membership donation $35-$75.)

Books for TeachersCornell, Joseph. Sharing Nature With Children. Nevada City, CA:Dawn Publications, 1979.

—. Listening To Nature. Nevada City: Dawn Publications, 1987.

— Sharing The Joy Of Nature. Nevada City: Dawn Publications,1989.

Ocone, Lynn with Eve Pranis. The National Gardening Association’sGuide To Kids’ Cardening. New York: John Wiley & Sons Inc.,1983.

Pranis, Eve and Joy Cohen. Crow Lab: Activities For CrowingMinds. Burlington, VT: National Cardening Association, 1990.

Pranis, Eve and Jack Hale. Grow Lab: A Complete Guide toGardening in the Classroom. Burlington, VT: National CardeningAssociation, 1988.

Science and Environmental Education Resource Cuide. Sacramento:California State Department of Education, 1989. This publicationis a resource for organizations, books and the like on subjects

ranging from aerospace to zoos.

Sly, Carolie, Leslie Comnes and Celia Cuomo. California StateEnvironmental Education Cuide. Hayward: Alameda CountyOffice of Education, 1988. Award-winning environmentaleducation study and teaching guide for elementary students. Toorder, contact: Alameda County Office of Education, Attention:Media Sales, 313 West Winton Avenue, Hayward, CA 94544-1198. ($17.95)

SPACES, Solving Problems of Access to Careers in Engineering andScience. Berkeley: Regents, University of California, 1982. Forinformation about ordering copies contact: Lawrence Hall ofScience, University of California, Berkeley, CA 94270. Phone415/642-5133. The Lawrence Hail of Science is a public sciencecenter, teacher training institution and research unit in scienceeducation at the University of California, Berkeley.

The Earthworks Group. 50 Simple Things Kids Can Do To Save TheEarth. New York: Andrews and McMeel, 1990.

Books for StudentsArnold, Caroline. The Biggest Living Thing. Minneapolis:Carolrhoda Books, 1983.

Bailey, Jill. Discovering Trees. New York: Bookwright Press, 1989.

Baker, Laura Nelson. A Tree Called Moses. New York: Atheneum.1966.

Branley, Franklyn M. Roots Are Food Finders. New York: CrowellCo., 1975.

Burnie, David. Tree: Eyewitness Books. New York: Knopf, 1988.

Carlson, Nancy. Harriet and the Carden. Minneapolis: CarofrhodaBooks, 1982.

Cooney, Barbara. Miss Rumphius. New York: Viking Press, 1982.

Ceisel, Theodore (Dr. Seuss). The Lorax. New York: RandomHouse, 1971.

Jaspersohn, William. How The Forests Crew. New York:Creenwillow Books, 1980.

Hudlow, Jean. Eric Plants A Garden. Chicago: A. Whitman, 1971.

Kohl, Judith and Herbert. The View From The Oak. San Francisco:Sierra Club Books/Scribner, 1977.

Miles, Betty. Save The Earth: An Ecology Handbook For Kids. NewYork: Knopf, 1974.

Romanova, Natalia. Once There Was A Tree. New York: DialBooks, 1985.

Schneiper, Claudia. An Apple Tree Through The Year. Minneapolis:Carolrhoda Books, 1987.

Selsam, Millicent B. Maple Tree. New York: William Morrow &Co., 1968.

—. Tree Flowers. New York: William Morrow & Co., 1984.

Silverstein, Shel. The Giving Tree. New York: Harper & Row,1964.

Simon, Seymour. A Tree On Your Street. New York: HolidayHouse, 1973.

Tresselt, Alvin R. Johnny Mapleleaf. New York: Parents MagazinePress, 1972.

—. The Dead Tree. New York: Parents Magazine Press, 1964.

Weaver, Harriet E. There Stand The Giants: The Story Of TheRedwood Trees. Menlo Park, CA: Lane Book Co., 1960.


“This curriculum is ideal for the classroom teacher who has the desireto expand their student’s horizons, but may not have the knowledge to

teach about horticulture. A teacher utilizing this cuff iculum willchange her curriculum to model exploratory learning.”

WHAT EDUCATORS SAY ABOUTPLANTING SEEDS, GROWING MINDS

Monica Pasto~ University ofArizona Cooperative ExtensionAgricultural Literacy Program Coordinator

“The students are enthusiastic about their gardens and the envy of otherclassrooms. This helps build their self-esteem as well as their interest.Kids having fun while learning keeps teachers and students involved.”

Brenda Fraiztz, San Pablo teacher

a special gift... wonderfully creative, thoughtful science lessons,The curriculum provides an enthusiastic way in which children

become involved in the activities.”

Blanche Malankowski-Smith, Kensington teacher

Arizona Nursery Association

1430 W Broadway A180Tempe, AZ 85282-1127

Documents

A Horticultural K-6 Curriculum Growing Minds Içathiyn B