Kindergarden - Plants

50 Plants: Supplemental Guide 2A | Plant Parts

For Syntactic Awareness Activity, prepare pictures and/or realia of plant

parts, such as seeds, leaves, stems, and flowers, to help students gain

an understanding of singular/one and plural/many.

Introducing the Read-Aloud 15 minutes

What Have We Learned?

• Ask students: “Are plants living or nonliving?”
  
  
  • Plants are living.
  
  
  
  


• Ask students: “How do you know that plants are living?”
  
  
  • Plants are living because they need food, water, and air. Plants also
    reproduce or make more of themselves.
  
  
  
  


• Tell students: “I am going to read a list of things—some are living and
  some are nonliving. If what I say is alive, like a dog, say, ‘A dog is
  living.’ If what I say is not alive, like a rock, say, ‘A rock is nonliving.’”
  If students answer incorrectly, provide feedback and correct their
  responses by helping them use and apply the criteria for living
  things—the need for food, water, and air and the ability to reproduce.

1. c r ayo n
   
   
   • A crayon is nonliving.
   
   
   
   


2. tree
   
   
   • A tree is living.
   
   
   
   


3. bumblebee
   
   
   • A bumblebee is living.
   
   
   
   


4. rosebush
   
   
   • A rosebush is living.
   
   
   
   


5. mouse
   
   
   • A mouse is living.
   
   
   
   


6. paper
   
   
   • Paper is nonliving.
   
   
   
   

• Have students tell their partner about their experience on the Nature
  Walk. Have them compare and share information about the living and
  nonliving things they encountered, using their completed Instructional
  Master 1D-1. Allow two minutes for students to share. Call on two
  partner pairs to briefly talk about their experience.