Lesson 2: Plants Around Us

• Students will understand that their environment is also full of many plant species.
• Students will be able to identify many of the plants around them.

The world is green because plants are everywhere. Plants use sunlight to grow and once they do, they can reproduce. Plants come in many sizes and shapes—from grasses to trees—and their many parts can be used by animals and people for food and other purposes.

• Notebooks and pencils
• Colored pencils
• Unlined index cards

• Habitat: the place where an animal or plant normally lives

1. Divide students into several small groups. Have one person (teacher) in each group be the recorder. In his/her notebook, he/she should make the following headings across the top of the page:

• Relative height
• Leaves
• Flowers
• Protection
• Size of group
• Damage
• Animals observed with the plant

Plant species names, if known, can be written in a column on the left side of the page. Otherwise, grass, woody shrub, or tree can be written. Each heading should be completed for each species.

2. Take the students outside and have them list all the plants that they see. Samples of grasses and flowers can be collected, but try to take as few of each as possible.

3. Go back inside the classroom and make one list of every species that was seen by the students.

4. Each student in each group should choose one plant that is on the list and be responsible to total the number seen and complete the categories listed above. By totaling these for all the groups, your list will tell you a great deal about the plants the class observed today. Have someone copy down all of the data collected today for later use.

5. Pass out one card to each student and have him/her draw and name the plant they chose. Let children use pictures of plants, collected specimens, field guides, and other books if needed. Save these cards for future activities.

6. Ask an elder from the village to come to the classroom and talk to the students about how plants are used for medicinal purposes and for eating. Ask him/her to share any stories based on indigenous/traditional knowledge.

1. Diversity By Habitat

If possible, do this activity a second time in another area where other species may be seen. Discuss which habitat had more biodiversity and why habitats may differ in biodiversity.

2. Creating a Plant Collection

Begin a collection of grasses, leaves, seeds, and flowers. Place the collected specimens on newspaper. Stack the newspapers into one pile and place something on top of the top piece to flatten them. After about a week, take the specimens out and tape them into a notebook. Label each one, and you’ll have a botanical guide.

3. Animals and Plants (poem)

This poem will reinforce the difference between plants and animals. Put it up on the wall and have students learn it. Discuss its meaning with the students – differences between plants and animals, interdependence of living things. Younger students can illustrate the poem, and older students can write about what the poem means to them.

Animals are living things,

They move from place to place.

They have to find the foods they eat,

And it’s a lifelong chase.

Plants are also living things,

But wind and animals move them around.

The food they eat they make themselves,

Their roots are in the ground.

We need them all to survive,

Without them life would be rough.

Living, breathing in their own way,

One species is not enough.

Alternate last verse:

We need them all to survive,

Without them human life would end.

Living, breathing in their own way,

They help the earth to mend.

4. Animals and Plants (Song)

This song can further illustrate the interdependence of living things. Post on the wall. Students can create their own verses to add to the song.

It’s up to you to keep the world alive,

And help the animals and plants survive.

So get up, get out, let everyone know

We need to let the plants and animals grow.