Domain 4: Plants - Activity Pages

Domain 4: Plants

Activity Pages

PRESCHOOL Core Knowledge Language Arts

Domain 4: Plants

Activity Pages

PRESCHOOL

Core Knowledge Language Arts®

Creative Commons Licensing

This work is licensed under a Creative Commons Attribution-

NonCommercial-ShareAlike 3.0 Unported License.

You are free:

to Share — to copy, distribute and transmit the work

to Remix — to adapt the work

Under the following conditions:

Attribution — You must attribute the work in the

following manner:

This work is based on an original work of the Core

Knowledge® Foundation made available through

licensing under a Creative Commons Attribution-

NonCommercial-ShareAlike 3.0 Unported License. This

does not in any way imply that the Core Knowledge

Foundation endorses this work.

Noncommercial — You may not use this work for

commercial purposes.

Share Alike — If you alter, transform, or build upon this

work, you may distribute the resulting work only under

the same or similar license to this one.

With the understanding that:

For any reuse or distribution, you must make clear to

others the license terms of this work. The best way to

do this is with a link to this web page:

http://creativecommons.org/licenses/by-nc-sa/3.0/

www.coreknowledge.org

Core Knowledge Language Arts, Listening & Learning,

and Tell It Again! are trademarks of the Core Knowledge

Foundation.

Trademarks and trade names are shown in this book strictly

for illustrative and educational purposes and are the property

of their respective owners. References herein should not

be regarded as affecting the validity of said trademarks and

trade names.

Credits

Every eort has been taken to trace and acknowledge copyrights. The editors tender their apologies for any accidental infringement

where copyright has proved untraceable. They would be pleased to insert the appropriate acknowledgment in any subsequent edition

of this publication. Trademarks and trade names are shown in this publication for illustrative purposes only and are the property of

their respective owners. The references to trademarks and trade names given herein do not aect their validity.

expert reviewer

Joyce Latimer

writers

Public Domain Here We Go Round the Mulberry Bush;

Ring Around the Rosie

images

Barbara L. Gibson: Activity Pages 2-1; 2-2; 2-3; 2-4; 4-1; 4-2;

5-1; 5-2; 6-1; 6-2; 6-3; 7-1; 7-2; 14-1; 17-2

Amy Wummer: Activity Pages 1-1; 11-1

Shutterstock: Cover; Title Page; Activity Pages 2-1; 12-1;

13-1; 15-1; 16-1; 17-1

Regarding the Shutterstock items listed

above, please note: “No person or entity

shall falsely represent, expressly or by way

of reasonable implication, that the content

herein was created by that person or entity,

or any person other than the copyright

holder(s) of that content.”

Plants: Family Letter 1

Dear Family Member,

Now that we have learned all about the animals in our world, we are going to

learn about another group of living things: plants. We will talk about the different

kinds of plants that you can see outside, plants’ parts (like roots, stem, leaves, and

owers), and how plants grow. We will set up a garden and farm stand in our

classroom so that students can pretend to grow and sell their own plants. In our

Small Groups, we will be focusing on telling stories, learning to hear the rst and

last sounds in words, and working on our writing.

Below are some suggestions for activities you might do at home to help your child

remember what they are learning about at school:

1. Read Aloud Each Day

Your child might enjoy a trip to the library where s/he can choose books about

gardening, plants, fruits and vegetables, and farms. As you read books, point out

and talk about any plants that you see in the illustrations.

2. Sing Nursery Rhymes

We will be learning “One Potato, Two Potato,” “Oats, Peas, Beans, and Barley

Grow,” and “Here We Go Round The Mulberry Bush” (see back).

3. Go on a Nature Walk and Talk About Plants

Take a walk and observe the grass, trees, bushes, and owers where you live. Look at

and talk about the different parts of the plants that you see (such as roots, stem and

trunk, leaves, and owers).

4. Talk About Plants at Mealtimes

A lot of the food we eat comes from plants. Talk about the plants that your child

is eating at each mealtime and whether they are fruits, vegetables, or grains. It

could be fun to make a list of the plants different family members like to eat the

best and post it on the refrigerator.

5. Practice Drawing and Writing

Your child has had a lot of practice making the kinds of marks s/he will use to write

letters. Your child is also likely able to write most of the letters of his/her name at

this point. Have your child show you some of the marks s/he is learning at school

and sign his/her name to drawings s/he does at home.

Core Knowledge Language Arts Plants PRESCHOOL

1-1

Plants: Family Letter 1

Dear Family Member,

Now that we have learned all about the animals in our world, we are going to

learn about another group of living things: plants. We will talk about the different

kinds of plants that you can see outside, plants’ parts (like roots, stem, leaves, and

owers), and how plants grow. We will set up a garden and farm stand in our

classroom so that students can pretend to grow and sell their own plants. In our

Small Groups, we will be focusing on telling stories, learning to hear the rst and

last sounds in words, and working on our writing.

Below are some suggestions for activities you might do at home to help your child

remember what they are learning about at school:

1. Read Aloud Each Day

Your child might enjoy a trip to the library where s/he can choose books about

gardening, plants, fruits and vegetables, and farms. As you read books, point out

and talk about any plants that you see in the illustrations.

2. Sing Nursery Rhymes

We will be learning “One Potato, Two Potato,” “Oats, Peas, Beans, and Barley

Grow,” and “Here We Go Round The Mulberry Bush” (see back).

3. Go on a Nature Walk and Talk About Plants

Take a walk and observe the grass, trees, bushes, and owers where you live. Look at

and talk about the different parts of the plants that you see (such as roots, stem and

trunk, leaves, and owers).

4. Talk About Plants at Mealtimes

A lot of the food we eat comes from plants. Talk about the plants that your child

is eating at each mealtime and whether they are fruits, vegetables, or grains. It

could be fun to make a list of the plants different family members like to eat the

best and post it on the refrigerator.

5. Practice Drawing and Writing

Your child has had a lot of practice making the kinds of marks s/he will use to write

letters. Your child is also likely able to write most of the letters of his/her name at

this point. Have your child show you some of the marks s/he is learning at school

and sign his/her name to drawings s/he does at home.

Here We Go Round the Mulberry Bush

Here we go round the mulberry bush,

The mulberry bush, the mulberry bush.

Here we go round the mulberry bush,

So early in the morning.

This is the way we wash our clothes,

wash our clothes, wash our clothes.

This is the way we wash our clothes,

So early Monday morning.

Core Knowledge Language Arts Plants PRESCHOOL

1-2

As students germinate seeds in soil, have them make observations by drawing a picture

of the seedling every few days. Beneath their pictures, write the day number. Then, have

students dictate a description of their drawing. Write the description in the space provided.

Help students use the words seed, grow, root, stem, soil, water, sunlight in their dictation.

Watching Seeds Grow

I predict that my seed will sprout in

——

days.

Name:

Day

——

Day

——

Day

——

Day

——

Core Knowledge Language Arts Plants PRESCHOOL

2-1

Dear Family Member,

Today your child listened to a read-aloud about the parts of a plant. Read

the story to your child and talk about the jobs each part of a plant has.

Remind your child that these parts help plants to grow and stay healthy.

Plants Have Different Parts

Human beings have many dierent body parts.

We have feet, arms, legs, and heads. Each of our

body parts has an important job to do. We can

walk, run, and jump with our feet and legs. We can

touch our toes with our hands. We can think with the

brains inside our heads.

Did you know that plants have dierent parts, too?

Just like your body parts, each plant part has

a dierent job to do.

A plant’s roots grow down

under the soil and help hold a

plant rmly in place. Plants use

their roots to soak up water and

nutrients that help them grow.

The stem of a plant holds the plant up

straight and tall—just like the spine in

your back. The stem also carries water and

nutrients from the roots to other parts of

the plant like the leaves. The leaves of a

plant grow out of the stem. Leaves collect

sunlight and air that nourish the plant and

help it grow.

Flowers help plants make seeds. New

plants grow from these seeds. Some

owers also have beautiful petals that grow

around the part of the ower that makes

the seeds.

Plants and humans are both living

things that grow in our world. Plants

and humans both have parts with

dierent jobs to do. Plants have roots,

stems, leaves, and owers. Each of

these parts helps the plant to grow

and stay healthy.

Core Knowledge Language Arts Plants PRESCHOOL

2-2

Apples

The farmer’s apples hang from trees.

Pick some of those; pick some of these.

Make a round shape from the top—

When you get to the bottom, then you stop.

PREWRITING STROKES: MOON

Core Knowledge Language Arts Plants PRESCHOOL

2-3

PREWRITING STROKES: WAVE

The Pumpkin Patch

A little fence marks the pumpkin patch.

Make some bridges; make them match.

Line them up along the ground;

make lots of humps and make them round.

Core Knowledge Language Arts Plants PRESCHOOL

2-4

PREWRITING STROKES: MOON

Apples

The farmer’s apples hang from trees.

Pick some of those; pick some of these.

Make a round shape from the top—

When you get to the bottom, then you stop.

Core Knowledge Language Arts Plants PRESCHOOL

2-4

PREWRITING STROKES: WAVE

The Pumpkin Patch

A little fence marks the pumpkin patch.

Make some bridges; make them match.

Line them up along the ground;

make lots of humps and make them round.

Core Knowledge Language Arts Plants PRESCHOOL

4-1

Ask your child to help you name the parts of the plant. Then point to the parts one by

one with your child. Now ask him/her to draw a plant. Name each part as s/he draws it.

Parts of a Plant

ower

leaf

stem

roots

Core Knowledge Language Arts Plants PRESCHOOL

4-2

PREWRITING STROKES: MOON

Apples

The farmer’s apples hang from trees.

Pick some of those; pick some of these.

Make a round shape from the top;

When you get to the bottom, then you stop.

Core Knowledge Language Arts Plants PRESCHOOL

4-2

PREWRITING STROKES: WAVE

The Pumpkin Patch

A little fence marks the pumpkin patch.

Make some bridges; make them match.

Line them up along the ground;

make lots of humps and make them round.

Core Knowledge Language Arts Plants PRESCHOOL

5-1

First, ask students to name the pictures on the page. Then, ask students with which sound

the word starts. Finally, have the student circle the sound picture of the sound with which

the word begins, choosing between m, the sound picture for /m/ as in monkey or a, the

sound picture for /a/ as in apple.

Circle the Sound Picture

m a

m a m a m a

m a m a

moon, acrobat, apple, alligator, monkey, mittens

Core Knowledge Language Arts Plants PRESCHOOL

5-2

Using the pictures, encourage students to tell a story about the cat. Then, have students tell another

story about the girl. Encourage students to use the words rst, next, and last in their stories.

Tell a Story

Core Knowledge Language Arts Plants PRESCHOOL

6-1

PREWRITING STROKES: CANE

Rabbits

The rabbits’ ears all stand up tall.

From the top, make a hump, then fall.

Keep on drawing, no need to wait—

The top part’s round and the bottom is straight.

Core Knowledge Language Arts Plants PRESCHOOL

6-2

PREWRITING STROKES: HOOK

Roosters

The rooster’s waddle hangs down low.

Start near the top; then down you go.

Make a scoop at the end of the line—

You’re drawing hooks; you’re doing ne!

Core Knowledge Language Arts Plants PRESCHOOL

6-3

PREWRITING STROKES: CANE

Rabbits

The rabbits’ ears all stand up tall.

From the top, make a hump, then fall.

Keep on drawing, no need to wait—

The top part’s round and the bottom is straight.

Core Knowledge Language Arts Plants PRESCHOOL

6-3

PREWRITING STROKES: HOOK

Roosters

The rooster’s waddle hangs down low.

Start near the top; then down you go.

Make a scoop at the end of the line—

You’re drawing hooks; you’re doing ne!

Core Knowledge Language Arts Plants PRESCHOOL

7-1

Help your child sprout seeds by following the directions below. Ask your

child to draw three pictures in the boxes below to keep a record of how the

seeds look after 1, 3, and 5 days of growing. Once the seeds sprout, you can

transplant them into soil.

Watch Seeds Sprout

VOCABULARY: plant, seed, water, sprout, grow, rot, leaves, stem

1. Lightly moisten 3 paper towel squares. Fold

them at and slide them into a plastic bag,

the kind you can seal tightly.

2. Place 3 seeds into the plastic bag so they

are visible through the plastic. Seal the bag

and keep it in a dark, warm (not hot) place.

3. Check the bag daily. Keep the towels

damp. Help your child observe and record

what she sees in picture boxes below.

Day 1 Day 3 Day 5

Core Knowledge Language Arts Plants PRESCHOOL

7-2

PREWRITING STROKES: CANE

Rabbits

The rabbits’ ears all stand up tall.

From the top, make a hump, then fall.

Keep on drawing, no need to wait—

The top part’s round and the bottom is straight.

Core Knowledge Language Arts Plants PRESCHOOL

7-2

PREWRITING STROKES: HOOK

Roosters

The rooster’s waddle hangs down low.

Start near the top; then down you go.

Make a scoop at the end of the line—

You’re drawing hooks; you’re doing ne!

Core Knowledge Language Arts Plants PRESCHOOL

11-1

Plants: Family Letter 2

Dear Family Member,

Our class has really enjoyed learning about plants and growing seeds, and

we will continue learning more about plants in the coming weeks. We will be

talking about owers and learning about owers you can eat, like broccoli and

cauliower. Your child may come home talking about the three things plants need

to grow (nutrients from soil, water, air), and what will happen to a plant if it does

not get one of those things. In our Small Groups, we will continue to practice

telling our own stories, writing, and hearing the rst sound in words.

Below are some suggestions for activities you might do at home to help your child

remember what they are learning about at school:

1. Read Aloud Each Day

As you read stories about plants or stories with pictures of plants, talk with your

child about what real plants need to stay alive. Talk about where certain types of

plants may grow, and what they need to be healthy and grow.

2. Practice Telling Stories

Read a favorite book together with your child. Near the end, stop reading and

have your child use his/her imagination to make up a new ending to the story.

Look at family photographs with your child and invite him/her to tell a story about

your family based on the photographs. Encourage your child to use words like

rst, next, then, and last to put his/her story in order.

3. Sing Nursery Rhymes

We will be learning “Peter Piper,” “Tippety, Tippety,” and “Ring Around the Rosey”

(see back).

4. Cook Plants for Dinner

Allow your child to choose a favorite fruit or vegetable and nd a simple recipe that

uses it. Remind your child that fruits and vegetables come from plants. Have your child

help you prepare a special dish to share with your family.

5. Look for Seeds in a Fruit

Buy some familiar and unfamiliar fruit at the market or grocery store. Cut the fruit

open and have your child nd the seeds inside the fruit. Perhaps try to grow one

of the seeds by sprouting it in a jar on a moist paper towel.

Ring Around the Rosey

Ring around the rosey,

A pocket full of posies.

Ashes, ashes,

We all fall down.

Core Knowledge Language Arts Plants PRESCHOOL

12-1

Cut apart the pictures for students in advance, or, if students are ready, have them cut them

apart themselves. Tell students to match the pictures of words that have the same initial sound.

Have students say each word out loud in order to decide whether the two words start with the

same sound. When students have matched all three pairs, have them glue the pairs beside each

other on a blank piece of paper.

Match Initial Sounds

ANSWERS: mouse/monkey, sock/sandwich, cow/cat

Core Knowledge Language Arts Plants PRESCHOOL

13-1

Permission Slip: Tasting Fruits and Vegetables

PLEASE RETURN THIS FORM BY __________________________________________ .

Dear Family Member,

As you know, we are learning all about plants at school. Your child is learning that

many of the foods we eat come from plants. On _____________________,

your child

will have the opportunity to taste a variety of different fruits and vegetables and

decide which ones s/he likes best. Each child will be able to choose which fruits

and vegetables s/he would like to taste and leave the ones s/he is not interested in

tasting.

The fruits and vegetables we will taste in our

classroom include:

_________________________________________

We are aware that some students may

have allergies to certain fruits and

vegetables. We would like you to indicate

below whether or not you wish your child to

participate in this activity.

Yes, my child has permission to taste the fruits and vegetables above.

No, my child does not have permission to taste the fruits and vegetables above.

My child is allergic to: ____________________________________________________

____________________________________________________________________________

CHILDREN WHOSE FAMILY MEMBERS DO NOT RETURN FORMS WILL NOT BE ABLE TO

PARTICIPATE IN THIS ACTIVITY.

CHILD’S NAME

PARENT/LEGAL GUARDIAN NAME

PARENT/LEGAL GUARDIAN SIGNATURE

Core Knowledge Language Arts Plants PRESCHOOL

Help your child make bunny hops across the eld to yummy vegetables. First, your child can follow the

guidelines, and then, by the end of the page, can make the bunny hop writing strokes all by him/herself.

Bunny Hop

14-1

PREWRITING STROKES: BRIDGE

Core Knowledge Language Arts Plants PRESCHOOL

14-2

Help students identify and circle all sound pictures showing /t/. Help students

remember what the sound picture for /t/ looks like by drawing it on a sheet

of paper or having students draw it on a paper or in the air. If a picture does

not show the sound picture for /t/, students should draw a line through it.

Circle the Sound Picture:

Core Knowledge Language Arts Plants PRESCHOOL

15-1

Help students blend the two-sound words you say aloud and then nd the picture on the

page that shows the word. When they nd the picture, tell students to place a block on top

of the picture. Model the rst word for students and show them how to place a block on

top of the picture.

Two-Sound Word Hunt

/b/-/oe/: bow; /b/-/ee/: bee; /h/-/ae/: hay;

/t/-/oe/: toe; /sh/-/oo/: shoe; /p/-/ie/: pie

Core Knowledge Language Arts Plants PRESCHOOL

16-1

Dear Family Member,

Today your child listened to a read-aloud about plants. Read the text to your child

and talk about plants and how they are important in our world. Take a walk outside

and talk about the plants you see around you and how they are important to people.

Plants Are Important to Humans and Animals

Plants are all around us. Plants are very important to people.

Plants make oxygen. Oxygen is an important part

of the air that humans and animals breathe.

People eat fruits and vegetables that grow on

plants. Some people grow root vegetables, like

carrots, in the ground. Some people grow fruit

tree orchards. Fruits and vegetables are healthy

plants that people eat.

Just like humans, other animals

eat plants, too. Some animals

eat the leaves from trees.

Some animals, like a monarch

buttery, drink the nectar from

owers. Some animals eat the

berries from trees. Plants are

food for all kinds of animals.

Sometimes people and animals like to eat the

same kinds of plants!

Plants provide shelter for people and animals.

Birds and other animals build nests in trees to stay

warm and dry and to shelter their eggs.

Plants provide oxygen, food, and shelter for people and animals. We must remember

to take good care of the plants in our world, so they can take care of us, too.

Core Knowledge Language Arts Plants PRESCHOOL

17-1

First, help students nd the picture of the segmented two-sound words you

say aloud (e.g., you say ‘/b/—/oe/’ students point to the picture of the bow).

Then, have students push blocks into the empty squares beneath the picture

to represent each sound in the word as they say the sounds aloud.

Pushing Blocks for Sounds

/b/-/oe/: bow; /b/-/ee/: bee; /h/-/ae/: hay;

/t/-/oe/: toe; /sh/-/oo/: shoe; /p/-/ie/: pie

Core Knowledge Language Arts Plants PRESCHOOL

17-2

duck, apple, monkey, dog, toothbrush, mittens, alligator, tiger

Help students identify the beginning sound for each picture below. Then, have students write the

beginning sound beneath the picture in the space provided. Have students reference the sound

pictures on the left side of the page when writing.

Writing Sound Pictures

Core Knowledge language arts

series editor-in-Chief

E. D. Hirsch, Jr.

president

Linda Bevilacqua

editorial staff

Carolyn Gosse, Senior Editor - Preschool

Khara Turnbull, Materials Development Manager

Michelle L. Warner, Senior Editor - Listening & Learning

Mick Anderson

Robin Blackshire

Maggie Buchanan

Paula Coyner

Sue Fulton

Sara Hunt

Erin Kist

Robin Luecke

Rosie McCormick

Cynthia Peng

Liz Pettit

Ellen Sadler

Deborah Samley

Lauren Simmons

Diane Auger Smith

Sarah Zelinke

design and graphiCs staff

Scott Ritchie, Creative Director

Kim Berrall

Michael Donegan

Liza Greene

Matt Leech

Bridget Moriarty

Lauren Pack

Consulting projeCt management serviCes

ScribeConcepts.com

additional Consulting serviCes

Ang Blanchette

Dorrit Green

Carolyn Pinkerton

aCKnowledgments

These materials are the result of the work, advice, and encouragement of numerous individuals over many years. Some of those singled out here already

know the depth of our gratitude; others may be surprised to nd themselves thanked publicly for help they gave quietly and generously for the sake of

the enterprise alone. To helpers named and unnamed we are deeply grateful.

Contributors to earlier versions of these materials

Susan B. Albaugh, Kazuko Ashizawa, Nancy Braier, Kathryn M. Cummings, Michelle De Groot, Diana Espinal, Mary E. Forbes, Michael L. Ford,

TedHirsch, DanielleKnecht, James K. Lee, DianeHenryLeipzig, MarthaG.Mack, Liana Mahoney, Isabel McLean, Steve Morrison, Juliane K. Munson,

ElizabethB.Rasmussen, Laura Tortorelli, RachaelL.Shaw, SivanB.Sherman, Miriam E. Vidaver, Catherine S. Whittington, JeannetteA. Williams

We would like to extend special recognition to Program Directors Matthew Davis and Souzanne Wright who were instrumental to the early

development of this program.

sChools

We are truly grateful to the teachers, students, and administrators of the following schools for their willingness to eld test these materials and for

their invaluable advice: Capitol View Elementary, Challenge Foundation Academy (IN), Community Academy Public Charter School, Lake Lure Classical

Academy, Lepanto Elementary School, New Holland Core Knowledge Academy, Paramount School of Excellence, Pioneer Challenge Foundation

Academy, New York City PS 26R (The Carteret School), PS 30X (Wilton School), PS 50X (Clara Barton School), PS 96Q, PS 102X (Joseph O. Loretan),

PS104Q (The Bays Water), PS 214K (Michael Friedsam), PS 223Q (Lyndon B. Johnson School), PS 308K (Clara Cardwell), PS 333Q (Goldie Maple Academy),

Sequoyah Elementary School, South Shore Charter Public School, Spartanburg Charter School, Steed Elementary School, Thomas Jeerson Classical

Academy, Three Oaks Elementary, West Manor Elementary.

And a special thanks to the CKLA Pilot Coordinators Anita Henderson, Yasmin Lugo-Hernandez, and Susan Smith, whose suggestions and day-to-day

support to teachers using these materials in their classrooms was critical.

Domain 4: Plants

Activity Pages

PRESCHOOL

The Core Knowledge Foundation