- camera or cell phone
- pictures of gardens of various sizes and types (vegetable, flower, plant)
- science notebooks
- small bags (one for each child)
- bulb
- flower
- plant
- seed
MA Standards:
English Language Arts/Speaking and Listening/SL.PK.MA.1: Participate in collaborative conversations with diverse partners during daily routines and play.
MA Draft Standards:
Life Sciences/Ecosystems; Biological Evolution/LS2/4.B: Using their experiences in the local environment and other evidence, raise and discuss questions about the basic needs of familiar organisms and how they might meet their needs. (Clarification statement: basic needs include water, food, air, shelter, and light for most plants)
Life Sciences/Ecosystems; Biological Evolution/LS2/4.C: Investigate local environments and infer/imagine how some living things might meet basic needs. [Structure and Function; Cause and Effect]
Life Sciences/From Molecules to Organisms: Inheritance and Variation of Traits/LS1/3.C: Use their sense in their exploration and play to gather information. [Structure and Function]
Head Start Outcomes:
Science Knowledge/Conceptual Knowledge of Natural and Physical Worlds: Observes, describes, and discusses living things and natural processes.
Science Knowledge/Scientific Skills and Method: Collects, describes, and records information through discussions, drawings, maps, and charts.
Logic and Reasoning/Reasoning and Problem Solving: Classifies, compares, and contrasts objects, events, and experiences.
PreK Learning Guidelines:
English Language Arts/Language 2: Participate actively in discussions, listen to the ideas of others, and ask and answer relevant questions.
Science and Technology/Life Sciences 10: Observe and identify the characteristics and needs of living things: humans, animals, and plants.
Explore Together (outdoors): Visit Plants
© Commonwealth of Massachusetts, Department of Early Education and Care. All rights reserved.
STEM Key Concepts: Respect the environment and do not harm plants and other living things; There are many different types of plants and seeds; All plants are similar and different in some ways; Plants need water and sunlight to grow
ELA Focus Skills: Compare and Contrast, Follow Directions, Listening and Speaking, Vocabulary
Educator Prep: Research vegetable or fruit farms, or flower, fruit, vegetable, or community gardens in your area. Talk with an employee to determine the rules for bringing a group of children to visit the farm. If possible, arrange to have an expert available for questions after children explore.
Plan a visit to a fruit and vegetable farm. Display pictures of the types of plants children will likely see. Tell children they are going to visit a farm that grows many different types of plants. Explain to children that they will explore and compare different types of plants. Review the pictures and point out things for children to focus on at the garden:
- Different types of plants
- How the plants are different or the same
- How the plants get their needs met
- Where the plants are located (environment)
- Different colors, sizes, shapes, and textures of plants and their parts
- Plant parts on the ground
Have the pictures visible as you and the children generate a list of questions that they have about plants. Bring the list on the outing so you can ask an expert at the farm. Questions might include:
- How do you take care of all the plants?
- How do you start new plants?
- Why do you grow so many plants?
- What do you do with these plants once they are grown?
- Why are some plants big and others just sprouting?
Before the outing, be sure to review safety and appropriate behaviors, such as,
- Stay with the group
- Ask an adult before touching plants or seeds
- Do not put any plants or plant parts in your mouth
Once you are at the farm, stay close to children as they explore the plants. Encourage children to collect plant parts that are on the ground. Have them place them in their bags to explore back at school.
As children explore, take photos or videos to record their observations. Listen and engage them with questions such as,
- What is different about how the lettuce plants look and the pea plants look? What about the pumpkin plants?
- What do you think might happen to all the pumpkins seeds on the ground that fell out of the broken pumpkin?
- Why do you think you can see the carrot leaves but not the orange carrot?
- How are the carrot leaves different from the lettuce leaves? How are they the same?
Once children have explored, look for an expert employee that might be able to answer the list of questions and new questions children have about plants. Be sure to take a photo of the “expert” and record his/her responses to the questions so you can refer to them later in classroom discussions.
Reflect and Share
Once back in the room, discuss the visit to the farm. Share any photos or videos to prompt children to recall observations they made while exploring the plants.
Have children compare the plants they saw at the farm with their own plants. Ask questions such as,
- What did you notice about your bean plant that is similar to the bean plants at the farm? Encourage children to think about size, shape, color, quantity, and texture.
- What is similar about your plants’ needs and the needs of the farm plants? What is different about how those needs are met?
- Why do you think the farm grows so many plants? Is that the same reason you are growing your plants?
Give children a photo of their observations at the farm to tape into their science notebooks. If you do not have a photo for each child, you may want to photocopy pictures so each child can tape one in his or her notebook.
Write each child’s name on their plant collection bags and gather them. Tell children they will use them in Small Group time.
English Language Learners: If you visit a community garden, explain that a community garden is a garden owned by many people. Say, A community is a group of people who live in an area. A community garden is a garden owned by a group of people who live in that area.