Our Learning Garden - Grade Lesson 1-6 “Pea Shoots ”

1. Our Learning Garden - Grade Lesson 1-6“Pea Shoots” • Lesson Summary- • Lesson 1 -Grade 1 students learn about common characteristics that they share with the plant world and animal world. How we share a common need for water, air, sun and soil. • Students engage in many interactive activities, including beading bracelets with each color representing a life force. 1-0-6,1-1-05 • Lesson 2-Students will learn to recognize that plants asliving entities, come in different forms. • Lesson 3, 4, 5 Students will germinate and grow, harvest and eat Pea shoots. Critical thinking and observation skills are developed when observing and recording (drawings) the life cycle of the pea shoot. From seed to edible harvested plant. Students will record and observe how the plants are effected when you remove various life forces. • Lesson 3,4,5 – covers the science curriculum outcomes required in Grade 1 Plant investigations All lesson plans and related files for download - ourlearninggarden.ca FILES ARE OPEN PLEASE FEEL FREE TO CHANGE THEM AS YOU WISH Ourourlearninggarden.ca

2. SPECIFIC LEARNING OUTCOMES –Cluster 1 1-1-06 Observe and identify similarities in life processes between themselves and other living things. GLO: D1, E1 1-1-07 Recognize that plants, animals, and humans, as living things, have particular needs. Examples: plants need sunlight and water... . Examples: the environment provides humans and other living things with food... GLO: D2, E2 1-1-14 Show respect for living things in their immediate environment. GLO: B5 Ourourlearninggarden.ca

3. Grade 1, Cluster 4: Daily and Seasonal Changes • By observing their environment, students become aware of changes that can occur within it, such as changes in temperature, wind, and light, and in plant and animal life. • GLO: D4, E4 Recognize that the Sun is a source of light and heat. • 1-4-08 Investigate and describe changes that occur in • characteristics and behaviors of living things • throughout a day • The activities related to growing Peas Shoots foster critical thinking and observation as the students can control the environment that the pea shoots grow in. • Enhanced curriculum students can control, light (sunlight), water and temperature. Ourourlearninggarden.ca

4. Health Education -Healthy Lifestyle Practices • Introducing students to the concept of growing food indoors /gardens teaches them to make informed decisions for healthy living related to personal health practices, active living and healthy nutritional practices. Ourourlearninggarden.ca

5. Growing Pea Shoots Indoors • Meets following curriculum requirements Students can investigate and determine how plants grow and what is necessary for this • Students can keep journals and observe with illustrations and words the growth pattern in the plants with respect to time, temperature, light, water and soil. Ourourlearninggarden.ca

6. Grade 1 Kit Contents • Lesson Plan 1- Different colored beads, and string • Lesson Plan 2 – None required • Lesson Plan 3 - None required • Lesson Plan 4 –Dry Peas , paper or Styrofoam cups and water • Lesson Plan 5, 6, 7 – Dry Peas , soil, pots (use the cups) to grow seeds in, light source to place planted seeds in pots under ourlearninggarden.ca

7. Lesson 1- Grade 1 Cluster 1: Trees Lesson has activities and images that illustrate the 1-1-06 the similarities in life processes between themselves and other living things. Students engage in many interactive activities, including beading bracelets with each color representing a life force. 1-0-6,1-1-05 GLO: D1, E1 1-1-07 Recognize that plants, animals, and humans, as living things, have particular needs. Examples: plants need sunlight and water... . ourlearninggarden.ca

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11. Seeds Sleep • Animals Sleep • People Sleep Ourourlearninggarden.ca

12. Seeds are called dormant when they are not growing. • Dormant is like sleeping. zzzzzzzzzzzzzzzz zzzzzzzzzzzzzzzz Ourourlearninggarden.ca

13. PLANTSANIMALSPEOPLEneed WaterAirSunlight Ourourlearninggarden.ca

14. Air Sun Water Humans, animals and plants all need air, sun and water to live Ourourlearninggarden.ca

15. Can you guess what the different color beads represent? Ourourlearninggarden.ca

16. Can you guess what the different color beads represent? Blue is for water, Green is for air Yellow is for the sun Red is for the soil, why is soil important for plant, animals and people? Ourourlearninggarden.ca

17. Would you like to make a bracelet with the different colored beads? Please print what the different color beads represent. Ourourlearninggarden.ca

18. Air Sun Water Soil Humans, animals and plants all need air, sun, soil and water to live. Should we all take good care of the earth if we need air, sun, soil and water to live? Ourourlearninggarden.ca

19. Lesson Plan 2 • Continues with the theme of 1-1-06 observing and identifying similarities in life processes between themselves and other living things. • GLO: D1, E1 • 1-1-07 Recognize that plants, animals, and humans, as living things, have particular needs. Examples: plants need sunlight and water. • We expand on these concepts by changing the states of a plant from dormant (sleeping) to germinating (awake). • Students are also introduced to the concept of sunflower plants following the sun (heliotropism). See the video Ourourlearninggarden.ca

20. Are seeds alive? • Sleep (dormant) • Dream about ………? • Wake up (germinate) • Grow when planted Ourourlearninggarden.ca

21. If a plant can move and follow the sun, is it alive? • If a plant can grow is it alive? • If a plant can make food is it alive? Ourourlearninggarden.ca

22. We are ALIVE Ourourlearninggarden.ca

23. Short Life – 2 months Ourourlearninggarden.ca

24. Long Life Strawberry plants can live for up to 50 years. Ourourlearninggarden.ca

25. Plants are alive, just like people and animals. How do we know this? Living things all do certain things: • They grow and die. • They need energy, nutrients, air, and water. • They produce young. (Example sunflower seeds) • They are made up of cells. • They react to what's around them (Example sunflowers follow the sun) Ourourlearninggarden.ca

26. Link to film Go to File Folder Videos-“How time flies and sunflowers catch the sun” Click here to advance

27. Lesson Plan 3 • Many activities and concepts to help students develop a respect for living things in their immediate environment. 1-1-14 • GLO: B5 Ourourlearninggarden.ca

28. If a seed is alive should we respect it? Ourourlearninggarden.ca

29. If an animal is alive should we respect it? Ourourlearninggarden.ca

30. We should respect all that is living Ourourlearninggarden.ca

31. Should we decide if one is more important than the other? Ourourlearninggarden.ca

32. Our Elders teaches us to respect all equally? What do you think that means? Ourourlearninggarden.ca

33. Can you show us how to “respect all” using words and or a drawing? Ourourlearninggarden.ca

34. Let’s draw a picture of a seed • Remember to respect the seed as it is alive Ourourlearninggarden.ca

35. Let’s draw a picture of a pea seed Ourourlearninggarden.ca

36. Lesson Plan 4 • The indoor growing activities (pea shoots) reinforce how we can control our environment to grow healthy food • The germination of seeds reinforces the concept of seeds being alive • GLO: D2, E2 Ourourlearninggarden.ca

37. Let’s wake up some pea seeds. • Seeds start to germinate (wake up) from water or Sunlight Ourourlearninggarden.ca

38. Let’s wake up some peas • Just add some water and soak them overnight Ourourlearninggarden.ca

39. Observe what happens • Draw a picture of the pea seed after it has been in water overnight . • Compare it your first picture before it was put in the water • Is it different? Ourourlearninggarden.ca

40. Let’s put the seeds that have been in water overnight in a cup. Make holes in the bottom of the cup with your pencil. Make a lid for the cup with paper or cardboard. Ourourlearninggarden.ca

41. Rinse the seeds that are in the cup • Try to rinse them 2 or 3 times a day Ourourlearninggarden.ca

42. Lesson Plan 5, 6 ,7 are combined as the growing activities takes 10 -14days • Students experience the living seeds as they observe them sprouting. • After sprouting for 2 days the seeds can be planted. • Students plant the seeds and observe how seeds grow under different conditions. • Students learn about different plants that are edible and how animals eat similar plants and seeds Ourourlearninggarden.ca

43. Day 1 in the cupObserve the peas • Draw a picture Ourourlearninggarden.ca

44. Day 2 in the cupObserve the peas • Draw a picture Ourourlearninggarden.ca

45. Day 2 or 3 in the cupObserve the peas • Draw a picture Ourourlearninggarden.ca

46. Day 3 in the cupObserve the peas The peas look ready to plant Ourourlearninggarden.ca

47. Let plant some peas Plant some of the peas and cover soil Plant some of the peas and put the root in the soil. Do not cover the seed. Ourourlearninggarden.ca

48. Water • Add a little water Ourourlearninggarden.ca

49. Sunlight • You can use indoor light to replace the sun Ourourlearninggarden.ca

50. Peas with just the root in soil Peas covered soil Ourourlearninggarden.ca