Lesson 6. Plant Parts (Page 39)
- Students will identify the six parts of the plant
- Students will assess how each plant part contributes to the plant’s survival
- Students will recognize visual characteristics of each plant part
- Students will categorize different fruits or vegetables based on plant parts.
- Students will be able to name the fruits/vegetables/grains associated with each plant part. (root, fruit, stem, etc.)
- Students will be able to list what food group each plant part belongs to (is a root a fruit or vegetable, is it considered a starch or grain?).
- Students will understand how many servings of fruits/veg per day are suggested per Myplate (DRI/servings for the age of the students).
- Students will expand their knowledge about myplate and the five food groups, fruit, veg, protein, dairy, carbohydrate.
- Students will Create a Myplate meal with foods from each group and will determine if and what part of a plant each item is, and which macronutrient it is.
TOTAL TIME: 35 minutes
PREP: 5 Minutes
COOK: 30 Minutes
- 4 (14 1/2 ounce) cans vegetable broth
- 1 (16 ounce) bag frozen vegetables (diced carrots, corn, peas, green beans, lima beans, diced potatoes)
- 6 ounces vegetable juice
- 6 tablespoons tomato paste
- 1⁄2teaspoon dried thyme
- 1⁄4teaspoon dried oregano
- 1⁄4teaspoon dried basil
- 1⁄2cup alphabet pasta, uncooked (pastina would work also)
- Cook pasta according to directions.
- Meanwhile, in a saucepan, combine vegetable broth, veggies, juice, tomato paste, thyme, oregano, basil and pepper.
- Bring to a boil; cover and simmer for 5 minutes.
- Drain pasta; add cooked pasta to soup and simmer for an additional 15 minutes.
Core Curriculum Standards
Reading Standards for Informational Text: (RI)
- 1.1- 6.1: Ask and answer questions about key details in a text.
- 1.2- 6.2: Identify the main topic and retell key details of a text.
- 1.3- 6.3: Describe the connection between two individuals, events, ideas, or pieces of information in a text.
- 1.7- 6.7: Use the illustrations and details in a text to describe its key ideas.
Reading Standards: Foundational Skills: (RF)
- 1.4- 6.4: Read with sufficient accuracy and fluency to support comprehension.
Writing Standards: (W)
- 1.2-6.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Speaking and Listening Standards: (SL)
- 1.4- 6.4: Report on a topic or text, or present an opinion.
- 1.1- 6.1: Participate in collaborative conversations with diverse partners about topics and texts with peers and adults in small and larger groups.
Language Standards: (L)
- 1.1-6.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Next Generation Science Standards: (NGSS)
- 2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
- 5-PS1-3: Make observations and measurements to identify materials based on their properties.
- 5-PS3-1: Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.