- marker
- “Plants All Around” chart
- science notebooks
- measure
- plant
- root
- stem
- leaves
- soil
MA Standards:
English Language Arts/Speaking and Listening/SL.PK.MA.1: Participate in collaborative conversations with diverse partners during daily routines and play.
English Language Arts/Language/L.PK.MA.1: Demonstrate use of oral language in informal everyday activities.
English Language Arts/Language/L.PK.MA.6: Use words and phrases acquired through conversations, listening to books read aloud, activities, and play.
Head Start Outcomes
Language Development/Receptive Language: Attends to language during conversations, songs, stories, or other learning experiences.
Language Development/Expressive Language: Uses language to express ideas and needs.
PreK Learning Guidelines:
English Language Arts/Language 2: Participate actively in discussions, listen to the ideas of others, and ask and answer relevant questions.
Talk Together: Plant Review
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
STEM Key Concepts: There are many different types of plants and seeds; Some plants start from seeds; Some plants start from bulbs; All plants are similar and different in some ways
ELA Focus Skills: Listening and Speaking, Vocabulary
Display the “Plants All Around” chart for children. Review some of the entries on the chart, and talk with children about any new entries they would like to make. Ask,
- What new things have you learned about plants this week? Guide discussion by reminding children how they observed and recorded their plant’s growth this week.
- Can you share some ways in which your plants have changed this week? Encourage the use of key vocabulary such as root, stem, leaves, and soil in children’s descriptions.
Have children take out their science notebooks and choose a page to share with the group. Help children by reading any words on the page if needed. Encourage children to ask questions as each child is sharing an observation.
Adaptation: If children have difficulty putting their ideas into words, provide sentence frames for them to complete, such as, “I used counting cubes to measure the seed’s _____.” (roots) “The roots ____.” (grew)