PLANTS CLIL BOOK. Resources book : Recycling-Water-Plants-Animals-Food 82. We eat different parts of plants. 1. Objectives

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1 PLANTS We eat different parts of plants 1. Objectives include different parts of the plants recognize which part of plant we eat in different vegetables 1. English vocabulary : parts of plants : seed, root, leaf, stem, flower, fruit different vegetables : potato, carrot, lettuce, cauliflower, radish, asparagus, spinach, leek, brocoli, tomato, corn, pea, beet, cinnamon, bean 1. Lesson 1 put on a table different plants ask children to find similarities between these plants include different parts of plants observe different vegetable ask children to link vegetables and plants 1. Activities : different parts of plants : place labels in the right place what do we eat in a plant : place the labels in the table 1 Resources book : Recycling-Water-Plants-Animals-Food 82

2 worksheet 1 We eat different parts of plant 1. Place labels in the right place flower stem seed leaves fruit root Resources book : Recycling-Water-Plants-Animals-Food 82

3 2. Place the labels in the table Plants are useful for living beings What do we eat in a plant? seed root stem (tubercle) leaves flower fruit Place in the table : potato carrot lettuce cauliflower radish asparagus spinach leek broccoli tomato corn pea beet cinnamon bean Resources book : Recycling-Water-Plants-Animals-Food Pagina 83

4 8 Topic Title: LEARNING ABOUT PLANTS In this unit students will learn about the differences between living and non living things and they will classify them into plants or animals. They will learn the life cycle of plants. They will distinguish the parts of a plant and the function of each one. They will classify plants. They will identify the factors that influence the growth of plants They will learn how photosyntesis works. They will learn the parts of a flower and they will understand how plants with flowers reproduce. They will recognize the importance of plants in our life. To say what a living can do and what a non-living thing cannot do To group living things into animals or plants. To learn the life cycle of a plant To distinguish the parts of a plant To know the functions of the different parts of a plant To classify plants To learn how photosynthesis works To learn the parts of a flower To understand how plants with flowers reproduce To recognize the importance of plants in our life LEVEL: 5th grade TIMING: 14 sessions Ss will be able to Say what a living thing can do and what a non-living thing cannot do Group living things into animals or plants Learn the life cycle of a plant Distinguish the parts of a plant Know the functions of the plant s parts Identify the factors that influence the growth of plants Resources book : Recycling-Water-Plants-Animals-Food Pagina 84

5 Classify plants Know how photosynthesis works To recognize the parts of a flower Understand how plants with flowers reproduce To follow simple instructions Recognize the importance of plants in our life Language objectives Ss will be able to Listen and read simple tests Remember the key vocabulary. Key vocabulary: flower, leaves, stem, root, seed, fruit, trunk, bud, evergreen, deciduous, photosynthesis, pollen, born, grow, reproduce, die, SEEDLING, vegetable: lettuce, artichoke, peas, peppers, onions, carrots, spinaches, tomatoes, potatoes, asparagus; fruit: bananas, oranges, pears, apples, etc. Names and their plural Present tense of verb can Simple instructions Questions and answers using Do/Does Imperative sentences Learning strategies Using visual aids Using key-words Use clear examples Work individually in pairs and in groups Reading Speaking Listening Writing Resources book : Recycling-Water-Plants-Animals-Food Pagina 85

6 Using computers Exchange materials with the partner schools Links to the outside world CROSS- CURRICULAR APPROACH ACTIVITIES Science, ICT, English, Spanish, Valencian, Art Materials Worksheets, computers, glasses, boxes, cotton wool, seeds, spinach, carrots, sunflower seeds, black rubbish bags, sand, soil, stones, water, celery, food colouring Resources book : Recycling-Water-Plants-Animals-Food Pagina 86

7 STAGES ACTIVITIES LIVING AND NON-LIVING THINGS Notes Lesson 1 Activity 1 1 hour Divide the class in groups of 4 children. Give them Topic8/Lesson1/Activity 1/Worksheet 1, they must cut out all the pictures and classify them following the criteria they decide in the group, after a few minutes, the teacher asks them which criteria they have used and writes them on the blackboard. Tell them that all the criteria are good but Homework: Topic7/Lesson1/ Activity1/worksh eet 4 now we are going to learn something that helps us to classify them following a different criteria (if a group has used this criteria teacher tells them that we are going to learn why they classify the objects in that way)give them Topic8/Lesson1/Activity1/Worksheet2 and Topic 8/Lesson1/Activity1/Worksheet3 PLANTS OR ANIMALS? Activity 1 1 hour Lesson 2 Teacher sticks on the blackboard two pictures, one of a plant and one of an animal. He/she points to the picture of the plant and asks the children: Can it run? Can it make noises? Can it see? Does it have legs? Does it need water? Does it move? Does it have green parts? (Explain to the children that plants move towards the light produce seeds and feed on nutrients from the soil. They also produce food by photosynthesis.) Then the teacher points to the animal s picture and asks the same questions Divide children in groups of 4 and give them Topic8/Lesson2/Activity1/Worksheet1 THE LIFE CYCLE OF A PLANT Start the lesson watching the video about the life cycle of a plant After watching the video give students Topic8/Lesson3/Activity1/Worksheet1 Resources book : Recycling-Water-Plants-Animals-Food Pagina 87

8 Lesson 3 PARTS OF A PLANT Video life cycle of a plant: ube.com/watch?v=zcybwis2tw M Activity 1 1 hour Lesson 4 Activity 1 Watch the video about parts of the plant. Video parts of a plant: ube.com/watch?v=cx2m2n2ud AE For homework Topic(/Lesson4/ Activity1/worksh eet2 Take spinach, a carrot and sun flowers seeds. 1 hour After watching the video give students Topic8/Lesson4/Activity1/Worksheet1. Using the digital whiteboard or a ceiling projector, we can play together using the two activities you can find following this link: Pictures to help Start the lesson reviewing the homework. Ask students if they eat plants. It s possible that they say yes but if not, you show them some spinach and ask them if they know this plant. Tell them we call this kind of plants vegetables and when we eat vegetables, we eat different parts of a plant, we eat the leaves (as in the spinach), show them a carrot and ask them which part of a plant it is (a root) and finally show them a sunflower seed and ask them the same question (a seed) You can use pictures to explain. Activity 2 Give students Topic8/Lesson4/Activity2/Worksheet3, then we Resources book : Recycling-Water-Plants-Animals-Food Pagina 88

9 1 hour correct this activity using questions with the verb to be: - Is the onion a stem? Yes, it is/ No it isn t - Is the lettuce a root? Yes, it is/no it isn t If we have time, they can ask about more fruits and vegetables GROWING PLANTS First we watch the video of the song: the needs of a plant. After that we write on the blackboard the 5 things that plants need to grow: Water, soil, space, light and air. We ask students if they think that it s possible to grow a plant without any of these elements. To observe this: we are going to do some experiments. We divide the class into 5 groups and give each group one of the research instructions. Tell them that they are going to do a fair test. A fair test is when you use the same things and you change only one thing each time. After two weeks (it doesn t matter if we have finished the unit, we will put together all the results and we will sing the needs of a plant song. Song and video: ube.com/watch?v=oqt6pizox7 c Researching worksheets Lesson 5 HOW PLANTS WORK Ask students if they know how plants make food, keep a dialogue with them about their hypothesis. Activity 1 Watch the video about photosynthesis. 1 hour for explaining and 2 weeks for the results Write on the blackboard the word photosynthesis and ask them what it means. Photo = Light; synthesis = Mixing (so mixing together with light) You can choose video 1 ube.com/watch?v=1gla5ewn9o Ior video 2 Resources book : Recycling-Water-Plants-Animals-Food Pagina 89

10 Give students Topic8/lesson6/Activity1/worksheet1 (It includes an experiment) ube.com/watch?v=hwwqu8dba Y8 Activity 1 1 hour Lesson 6 Do you know why green plants are green? Give students worksheet Topic8/Lesson6/Activity2/worksheet1 Material: a glass, celery, food colouring, a tea spoon REPRODUCTION Remind with the students the main characteristics of living things. In this unit we have studied most of them related to plants. But How do plants reproduce? Students can share their ideas and then give them Topic8/Lesson7/Activity1/Worksheet1. Material: 2 glasses, a funnel, a mortar, spinach, a syringe, filter paper, adhesive tape, alcohol 96º, petrol, a pencil, scissors, a test tube Activity 2 1 hour Give students Topic8/Lesson7/Activity2/worksheet1, they listen, point and repeat the parts of a flower. Then we divide the class into groups and they label the parts of a plant in Topic8/Lesson7/Activity2/Worksheet2 Material: Potatoes, onions,a tray, kitchen paper, a spray bottle, water, a plant pot, soil, gravel. Review homework and ask the students how plants can reproduce without moving? They talk and after the dialogue give Audio Resources book : Recycling-Water-Plants-Animals-Food Pagina 90

11 students Topic8/Lesson7/Activity3/Worksheet1, first listen to the audio to fill in the text and then talk about cross pollination and self pollination. Give students Topic8/Lesson7/Activity2/Worksheet2 As homework give them Topic8/Lesson7/ activity2/worksh eet3 IMPORTANCE OF PLANTS IN OUR LIFE Lesson 7 Give students Topic8/Lesson8/Activity1/worksheet1 Audio Activity 1 We make a poster using plants 1 hour (for the preparation and about 15 days for finishing the activity) Children can make a display using leaves. Here you can see a worksheet where you can find different kinds of leaves to help to classify them. Activity 2 1 hour + homework You can use the video of the book The tiny seed : Students bring plants pictures for the display They complete the concept map individually They create different activities about plants in groups and then the teacher photocopies the activities for all the students and they complete them. Complete the: who wants to be millionaire plant quiz Activity 3 1 hour Resources book : Recycling-Water-Plants-Animals-Food Pagina 91

12 Activity 1 1 hour EXTRA ACTIVITIES ASSESsMENT CRITERIA. Topic8/Lesson1/Activity1/Worksheet1 Resources book : Recycling-Water-Plants-Animals-Food Pagina 92

13 Resources book : Recycling-Water-Plants-Animals-Food Pagina 93

14 Resources book : Recycling-Water-Plants-Animals-Food Pagina 94

15 Topic7/Lesson1/Activity1/Worksheet 2 ALL LIVING THINGS. Instructions: Cut out these pictures and glue them in the correct place on Topic7/Lesson1/Activity1/Worksheet3 Resources book : Recycling-Water-Plants-Animals-Food Pagina 95

16 Read and write the name of each group choosing from the words in the list below can eat can make their own food can run can produce seeds have babies or lay eggs can move towards the light can hear can t make a noise can make a noise have leaves have legs can t hear Resources book : Recycling-Water-Plants-Animals-Food Pagina 96

17 PLANTS PLANTS AND ANIMALS ANIMALS Topic8/Lesson3/Activity1/Worksheet1 Put the correct number (from 1 to 4) to explain the plant cycle Now put the words in the correct order to make the statement true: DIE GROW BORN reproduce Plants are,, and Resources book : Recycling-Water-Plants-Animals-Food Pagina 97

18 Lesson 4 workksheet 1 Complete the definitions: - grow on the stem. - grow on the stem. Flowers make fruits. - contains a plant s seeds. -The. supports the plant. The stem is the part of the plant between the roots and the leaves. The stem carries water and minerals to the leaves. -. are the mature ovules from which new plants will grow. They are inside the ovary. -.. hold the plant in the soil. Roots absorb the water and minerals from the soil. Now try to label the parts of a tree. If you don t know how to say some of the words, use the dictionary. Resources book : Recycling-Water-Plants-Animals-Food Pagina 98

19 Topic8/Lesson4/Activity1/Worksheet2 Tick the true sentences: The stem takes water to the leaves The flowers grow from the roots The stem grows from the roots The leaves make food for the plant The roots hold the plant in the soil The seeds are in the stem The trunk is the stem of a tree All the plants have flowers What parts of this plant can you see? I can see: I can t see Resources book : Recycling-Water-Plants-Animals-Food Pagina 99

20 Topic8/Lesson4/Activity2/Worksheet3 Cut out the pictures below and stick them in the correct place: ROOTS FRUITS STEMS SEEDS FLOWERS LEAVES Resources book : Recycling-Water-Plants-Animals-Food Pagina 100

21 GROUP A Your group is going to research the importance of water for the growth of a plant. Materials you need: - Two glasses or two plastic bottles - Some beans, lentils, chickpeas or peas - Cotton wool - Water Process: - Soak the beans, lentils, chickpeas or peas - Put some damp cotton wool at the bottom of each glass - Put the half of the beans, lentils, chickpeas or peas in each glass. Use exactly the same number of seeds. - Put more damp cotton wool on the beans - Take a permanent marker and write on one of the glasses letter A - Write letter B on the other glass - Water the cotton wool of glass A every day - Don t water the cotton wool of glass B - Observe the results everyday and write them in this table Day Do the seeds in glass A grow? Do the seeds in glass B grow? YES NO YES NO Resources book : Recycling-Water-Plants-Animals-Food Pagina 101

22 GROUP B Your group is going to research the importance of light for the growth of a plant. Materials you need: - Two glasses or two plastic bottles - Some beans, lentils, chickpeas or peas - Cotton wool - Water Process: - Soak the beans, lentils, chickpeas or peas - Put some damp cotton wool at the bottom of each glass - Put the half of the beans, lentils, chickpeas or peas in each glass - Put more damp cotton wool on the beans - Take a permanent marker and write on one of the glasses letter A - Write letter B on the other glass - Put glass A next to a window - Put glass B inside a cupboard - Water both glasses everyday - Observe the results everyday and write them in this table DAY DOES THE PLANT A GROW? IS THE PLANT A GREEN? DOES THE PLANT B GROW? IS THE PLANT B GREEN? YES NO YES NO YES NO YES NO Resources book : Recycling-Water-Plants-Animals-Food Pagina 102

23 GROUP C Your group is going to research the importance of soil for the growth of a plant. Materials you need: - Three glasses or three plastic bottles - Some beans, lentils, chickpeas or peas - Cotton wool - Water - Soil, sand and stones Process: - Soak the beans, lentils, chickpeas or peas - Put some soil in one on the glasses - Put some sand in the other glass - Put some stones in the last glass - Put some beans, lentils, chickpeas or peas in each glass and cover them with some soil, sand or stones depending on the glass - Water all the glasses everyday - Observe the results everyday and write them in this table DAY DO THE SEEDS IN THE SOIL GROW? DO THE SEEDS IN THE SUN GROW DO THE SEEDS IN THE STONE GROW? YES NO YES NO YES NO Resources book : Recycling-Water-Plants-Animals-Food Pagina 103

24 GROUP D Your group is going to research the importance of light for the growth of a plant Materials you need: - As many glasses or plastic bottles as people in your group - Two boxes - Two black rubbish bags - Some beans, lentils, chickpeas or peas - Cotton wool - Water Process: - Soak the beans, lentils, chickpeas or peas - Put some damp cotton wool at the bottom of each glass - Put half of the beans, lentils, chickpeas or peas in each glass. Don t use too many seeds - Put more damp cotton wool on the beans - Water all the glasses everyday - Wait until the plants have growth 5 to 10 cm - Cover the boxes with the black rubbish bags - Put the half of the glasses inside one of the boxes and don t cover it - Put the other box with the hole to the front and put the rest of the glasses in. - Wait about 3-4 hours. - Observe what happens to the plants. Are the plants in the different boxes exactly the same? Why? - Now change the glasses from one box to another - Wait about 3-4 hours and observe what happens Do the plants look the same as when you put them in the box? Why? Resources book : Recycling-Water-Plants-Animals-Food Pagina 104

25 GROUP E Your group is going to research the importance of space for the growth of a plant. Materials you need: - Two glasses or two plastic bottles - Some beans, lentils, chickpeas or peas - Cotton wool - Water Process: - Soak the beans, lentils, chickpeas or peas - Put some damp cotton wool at the bottom of each glass - Put a lot of beans, lentils, chickpeas or peas in one glass - Put more damp cotton wool on the beans - Take a permanent marker and write on one of the glasses letter A - Put less beans, lentils, chickpeas or peas in the other glass - Write letter B on the other glass - Water both glasses everyday - Observe the results everyday and write them in this table Day Do the seeds in glass A grow? Do the seeds in glass B grow? YES NO YES NO Resources book : Recycling-Water-Plants-Animals-Food Pagina 105

26 Topic8/Lesson6/Activity1/Worksheet1 Write inside each rectangle the correct word related to the photosynthesis process: OXYGEN, WATER, SUNLIGHT, CARBON DIOXIDE Do you remember the name of the tubes that take water through the stem to the leaves? Circle it XYLOPHONE, XYLEM, XYLUS Do you want to see them? We are going to do an experiment: - Take a glass - Put some water in the glass - Add some food coloring - Stir well using a tea spoon - Place a stem of celery in the glass - Leave the celery in the water all day - Cut the celery across the stem and you will see the tubes that carry the water Resources book : Recycling-Water-Plants-Animals-Food Pagina 106

27 Topic8/Lesson6/Activity2/Worksheet1 This takes place in chloroplasts, which have chlorophyll in them. Chlorophyll absorbs the sunlight. From sunlight, green plants combine carbon dioxide and water to make sugar and oxygen. Green plants use sugar to make starch, fats, and proteins There are tiny pores called stomata. Carbon dioxide and oxygen enter and leave through the stomata respectively. Do you know why green plants are green? Do you want to see what this pigment looks like? We are going to do an experiment. - Some spinach or chard - Scissors - A mortar - 30 ml of alcohol 96º - 2 glasses - A funnel - - A tea spoon of sand - A test tube - A syringe - 2 ml of petrol - A pencil - Filter paper (you can use one from a coffee machine) - Adhesive tape - Filter paper Whatman 3MM for the chromatic test Resources book : Recycling-Water-Plants-Animals-Food Pagina 107

28 PROCESS: - Cut the spinach or the chard using the scissors - Put the cut spinach into the mortar - Add the sand - Add 5ml of alcohol using the syringe - Crush the spinach and when you have a dark green paste add the rest of the alcohol - Mix it - Put the filter paper on the funnel - Put the funnel in the glass - Pour the paste through the filter paper and through away the remains - Now you can see a dark green solution that contains different kinds of pigments. Now if you want to separate the chlorophyll from the other pigments follow these instructions - Put in a test tube 10 ml of alcohol and add 2ml of petrol. - Shake the mixing - Wait some minutes and you could see on the top of the test tube the chlorophyll and in the bottom the other pigments. Now if you want to see the colour of all the pigments try this experiment: - Put 20ml of alcohol in a glass - Cut a rectangular piece of Filter paper Whatman 3MM as long as the glass - Take a piece of adhesive tape and stick the filter paper from one of the thinner parts to the centre of the pencil. - Put the pencil on the glass and the filter paper in the glass - The alcohol goes up and separates the pigments. - Wait about 30 minutes and take the filter paper out - Wait until the filter paper is dried and you could see four different colours for the four different pigments. - HOPE YOU HAVE ENJOYED IT! Resources book : Recycling-Water-Plants-Animals-Food Pagina 108

29 Topic8/Lesson7/Activity1/Worksheet1 HOW DO PLANTS REPRODUCE? Not all the plants reproduce themselves in the same way. We have to distinguish between plants with flowers like the poppy and plants without flowers like a fern or moss. So plants can reproduce in two different ways: 1.- ASEXUAL REPRODUCTION: When plants use a part of themselves to create a new plant. 2.- SEXUAL REPRODUCTION: It happens from another flower ASEXUAL REPRODUCTION: It can happen in three different ways: - Tubercules - Bulbs - Stolons Do you think that potatoes can have babies? And what about onions? Try these experiments Materials: - Some small potatoes (better if they are old) - A tray - Some sheets of kitchen paper - Water in a spray bottle - A plant pot - Soil and gravel 1. - Put some soaked kitchen paper on the tray 2. - Put the potatoes on the paper 3. - Put the tray in a warm place (next to a window) 4. Daily use the spray bottle 5. A few days later should see some shoots 6. - Wait until these new shoots are 1 cm long 7. - Prepare a plant pot by putting some gravel at the bottom and adding some soil to it. Don t totallyfill up the plant pot 8. - Put the potatoes in the plant pot with the new shoots down and cover them with the soil 9. - Put the plant pot in a sunny place Water the plant every day until the flowers appear You can add a stick to support the plant About 20 days after the flowers appear you should see growing on the roots new potatoes. Resources book : Recycling-Water-Plants-Animals-Food Pagina 109

30 ONIONS: Onions are bulbs. If you leave an onion in a dark and wet place you should see that after some days the onion has new stems. If you plant this onion you could get a new plant Stolons are stems that grow parallels to the ground and from time to time they create roots and grow a new plant. You can see this with the strawberries. Topic8/Lesson7/Activity1/Worksheet1 HOW DO PLANTS REPRODUCE? Not all the plants reproduce themselves in the same way. We have to distinguish between plants with flowers like the poppy and plants without flowers like a fern or moss. So plants can reproduce in two different ways: 1.- ASEXUAL REPRODUCTION: When plants use a part of themselves to create a new plant. 2.- SEXUAL REPRODUCTION: It happens from another flower ASEXUAL REPRODUCTION: It can happen in three different ways: - Tubercules - Bulbs - Stolons Do you think that potatoes can have babies? And what about onions? Try these experiments Materials: - Some small potatoes (better if they are old) - A tray - Some sheets of kitchen paper - Water in a spray bottle - A plant pot - Soil and gravel 1. - Put some soaked kitchen paper on the tray 2. - Put the potatoes on the paper 3. - Put the tray in a warm place (next to a window) 4. Daily use the spray bottle 5. A few days later should see some shoots 6. - Wait until these new shoots are 1 cm long 7. - Prepare a plant pot by putting some gravel at the bottom and adding some soil to it. Don t totallyfill up the plant pot 8. - Put the potatoes in the plant pot with the new shoots down and cover them with the soil 9. - Put the plant pot in a sunny place Water the plant every day until the flowers appear Resources book : Recycling-Water-Plants-Animals-Food Pagina 110

31 11. - You can add a stick to support the plant About 20 days after the flowers appear you should see growing on the roots new potatoes. ONIONS: Onions are bulbs. If you leave an onion in a dark and wet place you should see that after some days the onion has new stems. If you plant this onion you could get a new plant Stolons are stems that grow parallels to the ground and from time to time they create roots and grow a new plant. You can see this with the strawberries. Resources book : Recycling-Water-Plants-Animals-Food Pagina 111

32 Topic8/Lesson 7/Activity2/Worksheet1 SEXUAL REPRODUCTION OF A PLANT This reproduction takes place in plants with flowers. Flowers are the reproductive system of the plant. First we are going to study the parts of a flower: Resources book : Recycling-Water-Plants-Animals-Food Pagina 112

33 Topic8/Leson7/Activity2/worksheet2 Label the parts of a flower: stem Petal Anther Filament Sepal Pistil Resources book : Recycling-Water-Plants-Animals-Food Pagina 113

34 Topic8/Lesson7/activity2/worksheet3 Complete this crossword about parts of a flower: DOWN 1. The pollen lands on it. 3. It contains the female reproductive cell. 4. It protects the flowers when it s growing. 5. It s the female organ. 6. The male organ of a flower. ACROSS 2. It supports the anther. 3. It contains the ovules. 5. It is a fine powder that comes from the anther. 7. It is a part of the stamen containing the pollen. 8. The colourful part of the outside of the flower. 9. It connects the stigma and the ovary. Resources book : Recycling-Water-Plants-Animals-Food Pagina 114

35 Topic8/Lesson7/Activity3/Worksheet1 Listen, read and complete: butterflies Dull seeds wind Pollination is very important. It leads to the creation of new... that grow into new plants. Animals such as bees,..., moths, flies, and hummingbirds pollinate plants. When they move to another flower to feed, some of the pollen falls off onto the new plant s stigma. Another way plants are pollinated is by the... The wind picks up pollen from one plant and blows it onto another. Plants that are pollinated by the wind often have long stamens and pistils. Since they do not need to attract animal pollinators, they can have...colours, be unscented, and have smaller or no petals, since no insect needs to land on them. So we have two different kinds of pollination: Cross-pollination and self pollination. Look at the pictures below and write down the kind of pollination that each represents. Resources book : Recycling-Water-Plants-Animals-Food Pagina 115

36 Topic8/Lesson7/activity3/Worksheet Read these sentences and mark if they are True or False Pollination leads to the creation of new seeds. Some animals try to pollinate plants. Plants that are pollinated by animals are usually brightly colored. Plants that are pollinated by the wind usually have short stamens and pistils. Plants that are pollinated by the wind have dull colours. True False 2. - Answer these questions What is pollination? Name four animals that contribute in pollination How are plants pollinated by animals? What is another way to pollinate plants? Which kinds of colours does the plants pollinated by the wind have? Resources book : Recycling-Water-Plants-Animals-Food Pagina 116

37 CONCEPT MAP Complete the concept map with the following words: leaves, roots, stem, lettuce, potatoes, flowers, onions, spinach, carrots, trees, asparagus, celery PLANTS Are made of Can be Can be Can be Resources book : Recycling-Water-Plants-Animals-Food Pagina 117