Plants | Standard Lesson
In this Pre-K lesson, students explore plants while building early computer science skills through sorting, sequencing, and simple patterning. Children observe real or pictured plants, identify basic plant parts, and complete a hands-on unplugged coding activity that uses directions and order.
| Term | Definition |
|---|---|
| plant | A living thing that grows in soil, water, and sunlight. |
| root | The part of a plant that grows under the ground and helps hold it in place. |
| stem | The part of a plant that supports the plant and carries water. |
| leaf | A flat green part of a plant that helps it make food. |
| flower | The colorful part of some plants that can grow into seeds. |
| sequence | Things put in order, one after another. |
| code | Directions that tell something what to do. |
| sort | To put things into groups that are alike. |
Show a real plant or several plant pictures. Ask students what they notice and guide them to name plant parts they already know.
Observe, touch if appropriate, and share ideas about what they see.
Introduce roots, stem, leaves, and flower using a chart or picture. Explain that coders give directions in order using words like first, next, and last.
Repeat key words and point to plant parts on the chart or real plant.
Place picture cards on the floor or pocket chart. Model sorting cards into plant and non-plant groups, then invite students to help.
Take turns choosing a card and placing it in the correct group.
Give each child 3 to 4 picture cards showing a simple plant life or plant-part sequence. Model placing them in order from first to last and using the words first, next, last.
Arrange cards in order and say the sequence aloud with the teacher.
Call out simple directions such as step forward, touch the floor for roots, stretch up for stem, and wiggle fingers for leaves. Keep directions short and in order.
Follow the movement directions in sequence and practice listening carefully.
Review plant parts, sequence words, and sorting. Ask students to tell one thing they learned about plants and one thing they did like a coder.
Share a quick response or turn and talk with a partner.
End by having students say the plant parts together and use the words first, next, and last. Celebrate that coders follow steps in order, just like plant pictures and plant parts can be put in order.
Use the checklist during sorting, sequencing, and movement activities to note whether each student can identify a plant part, sort correctly, and follow a simple sequence.
Send home a simple family activity: find a plant at home or outside, draw it, and label or dictate one plant part the child can see.