BOTANY

3–8 Science Unit Study

THE GOOD AND THE BEAUTIFUL

 Botany
CREATED BY THE GOOD AND THE BEAUTIFUL TEAM

Table of Contents
Unit Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii

Read-Aloud Book Pack & Correlated Books. . . . . . . . . . . . . . . . . . . . . . . . . iii

Grades 7–8 Lesson Extensions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

Supplies Needed. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

Lesson 1: Introduction to Botany. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Lesson 2: The Life Cycle of a Plant. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Lesson 3: Parts of a Plant. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Lesson 4: Seeds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Lesson 5: Flowers: Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Lesson 6: Flowers: Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Lesson 7: Leaves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Lesson 8: Photosynthesis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Lesson 9: Plant Cells. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Lesson 10: Plant Classification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

Lesson 11: Growing Plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

Lesson 12: Trees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

Lesson 13: Carnivorous and Poisonous Plants. . . . . . . . . . . . . . . . . . . . . . . 98

© 2022 The Good and the Beautiful, LLC | [Link]

All rights reserved. This book may be printed or copied for use within your home or immediate
family once it has been downloaded directly from [Link] by the person who will
be using it. This file may not be shared electronically or posted on the internet. Copies that have
been printed at home or at a printing company may not be resold.

© Good and Beautiful i

 Unit Information
Student Journal supply list and instructions for all experiments, and you
may choose to do as many as you wish.
All The Good and the Beautiful science units
include activities in a student journal. Each
Unit Videos
student should have his or her own student
journal, and the parent or teacher will direct Some lessons include videos that were
the student regarding when to complete the activities created by The Good and the Beautiful. Have
in the lessons. Student journals can be purchased by a device available that is capable of playing
going to [Link]/science and clicking on the videos from goodandbeautiful
the Botany unit link. .com/sciencevideos or from the Good and Beautiful
Homeschool app.
Science Wall
Optional Microscope Activities
All The Good and the Beautiful science units
include vocabulary words to be placed on This unit introduces the use of microscopes.
your science wall, which is a wall or tri-fold In this unit there are several microscope
presentation board in your learning area on activities, beginning with Lesson 5. The
which you can attach the vocabulary words and other microscope greatly enhances the lessons, but if you do
images. Cut out the vocabulary word cards at the not have a microscope, this unit can still be completed
beginning of the unit. The course will indicate when to by watching the microscope activity videos. Note: For
place them on the wall. help selecting and using your microscope, see “How to
Use a Microscope” at [Link]
Lesson Preparation /sciencevideos.
All The Good and the Beautiful science units
Content for Older Children
include easy-to-follow lesson preparation
directions at the beginning of each lesson. Some lessons include extra content that is
7–8 more applicable for older children (grades
Activities and Experiments 7–8). Parents or teachers may choose to
skip this content if instructing only younger
Many of The Good and the Beautiful science
children.
lessons involve hands-on activities and
experiments. An adult should always closely
Content for Younger Children
supervise children as they participate in the
activities and experiments to ensure they are Some lessons include extra content that is
following all necessary safety procedures. 3– 6 more applicable for younger children (grades
3–6). Parents or teachers may choose to skip
Experiment Videos
this content if instructing only older children.
Go to [Link]/sciencevideos
and click on the Botany unit link or use the Versions
Good and Beautiful Homeschool app to see
New discoveries are being made on an ongoing basis.
videos of experiments used in this unit. This
This course is reviewed and revised periodically to keep
is a convenient way to watch experiments that may be
information as up to date as possible. This version is the
more complicated. Children often learn best through
second edition of this unit.
hands-on experience; therefore, this unit includes a

ii © Good and Beautiful

 Read-Aloud Book Pack
The books below are optional read-aloud books that complement this unit. These books can be purchased as a book
pack by going to [Link]/science and clicking on the Botany unit link.

Plant Hunters—The Stories of Two Woman Botanists Carl in the Garden

By Amy Drorbaugh By Molly Sanchez

The Good and the Beautiful Flower Study Book & Game
By Maggie Felsch & Molly Sanchez

CORRELATED BOOKS
The Good and the Beautiful Library has several books that correlate well with the Botany unit. It can be a wonderful
experience for children to read books at their levels that are related to the subjects they are learning. The library
includes both fiction and nonfiction books organized according to reading level. Find the Correlated Books by going
to [Link] and clicking on the Botany unit product page.

© Good and Beautiful iii

 GRADES 7–8

Lesson Extensions
How the Extensions Work Taking Notes

Each lesson has an optional lesson extension for Some of the grades 7–8 lesson extensions have the
children in grades 7–8. Complete the lesson with all the children summarize the material read. Teach the
children, and then have the older children complete children to look for key information, summarizing
the self-directed lesson extension. These extensions are the most important points. Students can also add
located in the Grades 7–8 Student Journal. notes with their thoughts and the facts that are most
interesting to them.
Answer Key
Optional Grades 7–8 Reading Book
The answer key for the lesson extensions can be found
on the free Good and Beautiful Homeschool app in We recommend Trees and Their World as extra reading
the science section. Visit [Link]/apps for students in grades 7–8. This book can be purchased
for information on accessing the app. The app can be by going to [Link]/science and clicking
accessed from a computer, phone, or tablet. on the Botany unit link.

Flexibility

The amount of time it will take to complete each lesson

extension will vary for each child. The average time is
about 10–15 minutes per extension. Parents, teachers,
and children may choose to omit parts of the lesson
extension if desired. Encourage the children to stretch
their capabilities, but also reduce work if needed.

Trees and Their World

By Carroll Lane Fenton & Dorothy Constance Pallas

iv © Good and Beautiful

 Supplies Needed
This section is divided into supplies needed for activities and supplies needed for experiments.
If you would prefer to watch the experiments instead of perform them, you can watch all the
experiments at [Link]/sciencevideos or on the Good and Beautiful Homeschool
app. The activities, however, are not filmed.

Lesson 1 Lesson 4
• None • Previously soaked bean for each child
• 1 unsoaked bean
Lesson 2
• Magnifying glass (optional)
• Sandwich-sized zipper bag
• Outside grass with dandelions (optional)
• Paper towel
• Water Lesson 5
• 8 green bean or sunflower seeds • Glue stick for each child
• Packaging tape • Colored pencils, crayons, or markers
• 4 paper or plastic cups • Variety of real flowers
• Potting media or soil • Microscope
• Paper plate • Glass slides
• Stalk of celery with leaves • Slide covers
• Glass jar • Distilled water
• Water • Paper towel
• Red or blue food coloring
Lesson 6
Lesson 3
• Glue stick
• Live plant (see notes under the heading “Plant
• Flowers (picked live or from a bouquet) (optional)
Parts Preparation”)
• 1 blank piece of paper per child (optional)
• Newspaper (to keep area clean)
• 2 pieces of cardboard 9"x6" in size (optional)
• 1 drinking straw per child
• 4 rubber bands (optional)
• 1 glass of water per child
• Microwave oven (optional)
• Celery stalk prepared in the previous lesson
• Microwave-safe glass or ceramic bowl (optional)
• Knife
• Small picture frame (optional)
• 1 dried bean per child
• Laminator and laminating sheets (optional)

v
 Supplies Needed
(CONTINUED)

Lesson 7 Lesson 10
• Access to real leaves and needles • 1 pair of scissors per child
• Bag for each child to gather leaves (optional) • 1 glue stick per child
• Permanent marker
• Blank piece of paper (optional)
Lesson 11

• Crayons (optional) • 3 dirt samples (obtained outside or from bags of

potting soil) placed in large containers
Lesson 8 • Flower cards from Lesson 6 (optional)

• Wide leaf on a live plant (wait to pick it)

Lesson 12
• Clear tape
• Glue stick
• Clear nail polish
• Crayons (optional)
• Microscope
• 1 blank piece of paper per child (optional)
• Glass slides
• Sap from a tree
• Tweezers or forceps
• Resin from a pine tree
• Colored pencils or crayons
• Microscope
• 3 colors of play dough
• 2 slide covers and slides
• Flower cards from Lesson 6
• Paper towel
Lesson 9
Lesson 13
• 1 LEGO® brick
• None
• Small piece of lumber (any size)
• Scissors
• Glue
• Small piece of celery
• Glass slides
• Distilled water
• Slide covers
• Microscope
• Paper towel (optional)
• Fingernail clippers

vi
 Vocabulary
Instructions: Cut out the vocabulary cards in this section. Place them on your science wall when prompted to
do so in the lessons. Review the vocabulary words several times during this unit and, if desired, at various times
throughout the school year.

Botany
the study of plants, their structure,
classification, and importance

Germination
the process of a seed
becoming a plant

Cotyledon
the infant leaf within a seed in
seed-bearing plants

© Good and Beautiful vii

 B O TA N Y
LESSON 1

Introduction to
BotAny
e
je ctiv
Ob Help the children understand what botany is, what botanists do, and the majesty and importance of
the creation of plants.

Preparation:
Cut out the six quotes included in this lesson and place them around the room with
the pictures visible.
Cut out the numbered pictures (1 and 2) and remove picture (3) included in this
lesson.
Activity Supplies:
• None

Optional Read Aloud The Study of Plants

At any point in the lesson, you may read one Read to the children: Do you know what botany is?
of the books from the optional Read-Aloud Botany is the study of plants. We get to spend this
Book Pack. Carl in the Garden by Molly entire science unit discovering and learning all about
Sanchez is suggested with this lesson. the amazing plants that beautify the earth and provide
the necessities of life for living things.
Botany Quotes Activity
Science Wall: Vocabulary Word
Have the children walk around and read the
quotes that you placed around the room. (If Place the vocabulary card BOTANY on your
the children cannot read, you may read the science wall. Read and discuss the word and
quotes aloud.) Have each child pick a quote its definition.
and share why he or she likes it.

Botany

© Good and Beautiful 1

LESSON 1

Picture Activity Nature Activity: Show and Tell

Place the numbered pictures in front of the Have the children turn to the “Show and
children. Read the following paragraphs Tell” page in Lesson 1 of their student
one at a time and have a child point to the journals and take them to a cozy place to
corresponding picture. sit in nature. Note: If the children are unable
to go outside for this activity, have them
Read to the children: “In the beginning God created
imagine they are in the setting of the image
the heaven and the earth” (Genesis 1:1). On the first
below and complete the activity accordingly.
day, He created light and divided it from the darkness.
On the second day, He created the firmament (the sky Read to the children: Experiencing nature personally
or atmosphere). And on the third day, God created is one of the best ways to learn about and be inspired
the land and sea, along with all manner of plants. All by the beauty of this earth that God has created for us.
other forms of life—fish and fowl, beasts and human Spend a few minutes quietly listening to the sounds of
beings—­­were still to come. nature.
1. Plants are vital for life on the earth. They are
beautifully designed by God to help give life to all
other life forms. Nearly all living things depend on
plants for food, including carnivores—animals that
rely primarily on meat for their food—because
plants are an integral part of sustaining life at some
point in the food chain. Plants also provide shelter
for many animals. Besides being a source of food
and shelter, plants are also vital because they
produce oxygen, a critical element for life.
2. Plants are different from other living organisms
in a special way. While most life forms depend
on other organisms for food and life, plants make
their own food. The sequence and order of God’s
Walk around and smell, touch, and observe different
creations are important and build upon each other.
things you find, such as soil, grass, leaves, flowers, or
The creations that were prepared before plants
bark. Complete the sections under the words “hear,”
were things needed for plants to survive—light,
“smell,” “feel,” and “see” as you discover each category
air, water, and earth. God created all things in His
around you. Choose one or two items that you can
wisdom and order.
show and tell about. After 10–15 minutes, we will
3. Plants provide humans with food, shelter, medicine, gather together, and you will show and tell about the
fuel, and clean air, among other things. Humans nature item you found.
need to be good caretakers of the plants God has
given us. Lesson 1 Extension 7–8

Have children grades 7–8 complete

the self-directed Lesson 1 extension titled
“Botanist: George Washington Carver” in
their student journals.

2 © Good and Beautiful

 Quotes

“Look deep into nature, and then

“Adopt the pace of nature: you will understand everything
her secret is patience.” better.”
– Ralph Waldo Emerson – Albert Einstein

“If you truly love nature, “Nature’s peace will flow into
you will find beauty you as sunshine flows into trees.
everywhere.” The winds will blow their own
– Vincent van Gogh freshness into you, and the
storms their energy, while cares
will drop off like autumn leaves.”
– John Muir, Our National Parks

“Flowersalways make
people better, happier,
and more helpful; they “Just living is not enough. . . . one
must have sunshine, freedom,
are sunshine, food, and and a little flower.”
medicine for the soul.” – Hans Christian Andersen
– Luther Burbank

© Good and Beautiful 3

 A Plant’s Life Cycle

Seed Dispersal
Flowering Seed

Mature
Plant Germination

Seedling

© Good and Beautiful 11

 B O TA N Y
LESSON 4

SeeDS
e
je ctiv
Ob Help the children understand the parts of a seed, different types of seeds, and seed dispersal.

Preparation:
For the experiment, place one dried lima bean (or other dried bean) per child in a
cup of water overnight. This needs to be done 12–24 hours before the lesson.
Cut out the “Seed Dispersal� pictures included in this lesson.
Experiment Supplies:
• Previously soaked bean for each child • Outside grass with dandelions
• 1 unsoaked bean (optional)

• Magnifying glass (optional)

Plant Observation student journals. Have them draw a picture

of what they think the seed will look like
Have the children observe the seeds they inside.
planted in Lesson 2. What happened to the
Have the children perform the experiment below or
seeds in the bag that were turned? Have the
watch the video titled “Seed Dissection Experiment�
children turn to the “Plant Observation Log
at [Link]/sciencevideos or on the
2” page in Lesson 4 of their student journals
Good and Beautiful Homeschool app.
and complete the observation section.
Complete the notes section if desired. The Read to the children: Every seed has within itself the
seeds planted in plastic bags may now be discarded. In beginnings of life. A bean is the seed of a bean plant.
all future lessons, the children will be observing only Give each child a soaked bean that was previously
the growing seeds in the cups. prepared. Also have an unsoaked bean for the children
to see. What do you notice about these beans? [The
Read to the children: Seeds have an incredible way of
soaked beans have swelled up with water.] What do you
using gravity to orient themselves and determine which
think the inside of the bean looks like?
direction is up or down. No matter which way a seed
is turned, the gravitational pull will send the sprouts Now rub the bean between
up and the roots down. Children who completed the your fingers to peel off the
“Plant Movement” extension for grades 7–8 in Lesson 3 thin outer layer of the seed.
may be able to identify this as geotropism. This is called a seed coat. The
seed coat protects the seed
Seed Dissection Experiment from physical damage. Find the

Have the children turn to the “Seed

Dissection” page in Lesson 4 of their
© Good and Beautiful 23
Angiosperms: Monocot vs. Dicot Chart
MONOCOT DICOT

SEED

One cotyledon Two cotyledons

ROOT
Several main roots One main root

STEM
Scattered tubes Ringed tubes

LEAF
Parallel veins Branching veins

PETALS
Multiples of 3 Multiples of 4 or 5
26 © Good and Beautiful
 Seed Dispersal

Gravity Air

Water Animals

Explosion

© Good and Beautiful 29

 B O TA N Y
LESSON 6

FLoWerS
Part 2
e
je ctiv
Ob Help the children gain a greater appreciation for the beauty of flowers and identify different
types of flowers.
Preparation:
Cut out the two pages of “Flower Identification” cards included in this lesson.
Activity Supplies:
• Glue stick • 2 pieces of cardboard • Small picture frame
• Flowers (picked live or 9"x6" in size (optional) (optional)
from a bouquet) (optional) • 4 rubber bands (optional) • Laminator and
• 1 blank piece of paper per • Microwave oven (optional) laminating sheets
child (optional) (optional)
• Microwave-safe glass or
ceramic bowl (optional)

Optional Read Aloud Flower Variety

At any point in the lesson, you may read one Read to the children: How many varieties of flowers
of the books from the optional Read-Aloud do you think there are in the world? There are more
Book Pack. Plant Hunters—The Stories of than 400,000 types of flowers in the world. If we were
Two Woman Botanists by Amy Drorbaugh is to observe 100 different types of flowers every single
suggested with this lesson. day of the week,
we would have
Art Observation to continue for
almost 11 years
Have the children to observe them
turn to the painting all. God certainly
by Armand Point created a
called “La Joie des beautiful variety
choses” in Lesson 6 of their of flowers in our
student journals. world.
Read to the children: This
Flower
artwork was painted by the
Identification Game
French artist Armand Point. The title of this painting is
“La Joie des choses” [pronounced “la zwa day shows”].
Read to the children: Let’s do an activity
It is French for “the joy of things.” Why do you think the
that explores some of the amazing flowers
artist gave the painting this title? Observe and discuss
on Earth. Place all the flower pictures and
the painting.
name cards on the table. First, I am going

© Good and Beautiful 37

 Flower Identification y
Ke

#1 Rose #2 Violet #3 Tulip #4 Daisy

#5 Crocus #6 Iris #7 Lilac #8 Orchid

#9 Lavender #10 Daffodil #11 HOllyhock #12 Lily

© Good and Beautiful 45

 Leaf Classification Chart
SHAPE

acicular cordate cuneate deltoid elliptic flabellate lanceolate linear obcordate

needle heart wedge triangle oval fan pointed narrow heart

oblong obovate ovate orbiculate palmate peltate reniform sagittate spatulate

rectangle upside-down egg circular hand shield kidney arrowhead spoon
egg
ARRANGEMENT

Simple Alternating Compound #1 Opposite Compound #2 Whorled

one leaf on petiole leaves alternate on stem multiple leaves on petiole leaves opposite on stem multiple leaves on petiole leaves grow around stem

MARGIN (EDGES)

Entire Ciliate Denticulate Dentate Serrate Doubly Serrate

smooth with fine hairs with fine teeth with straight, pointed teeth with pointed teeth at angle serrate with sub-teeth

Serrulate Crenate Lobate Sinuate Undulate Spiny

fine serration with rounded teeth indented toward midrib wavy indentations wide, wavy indentations with sharp, stiff points

VENATION

Arcuate Cross-Venulate Dichotomous Longitudinal Palmate Parallel

veins bending smaller veins veins branching veins mostly aligned several primary veins veins aligned with midrib,
toward apex connecting larger veins in pairs along midrib diverging from a point without intersecting

Pinnate Reticulate Rotate

veins paired oppositely smaller veins forming veins radiate from
a network petiole in peltate leaves
 B O TA N Y
LESSON 8

Photosynthesis
e
je ctiv
Ob Help the children understand what photosynthesis is and how the photosynthesis process works.

Preparation:
Place the “Photosynthesis” page out where the children will see it.
Experiment Supplies: Activity Supplies:
• Wide leaf on a live • Glass slides • Colored pencils or
plant (wait to pick it) • Tweezers or forceps crayons
• Clear tape • 3 colors of play dough
• Clear nail polish • Flower cards from
• Microscope Lesson 6

Plant Observation through His creations. As we observe nature, we will

see God’s love all around us.
Have the children observe the seeds they
planted in Lesson 2. Do you notice any
differences between the plants that are
receiving more or less sunlight or water?
Have the children turn to the “Plant
Observation Log 6” page in Lesson 8 of their
student journals and complete the page.

The Sun Gives Life

Leaf Stomata Microscope Experiment
Read to the children: What did our world already have
Preparation
when plants were created? [light, air, water, soil] Each
of these things is important to give life to plants. The
Note: There is a video for this activity,
sun is an amazing source of light for the earth. What do
mentioned later in this lesson. If you plan
you think of when you think of the sun?
only to watch the video, you can skip this
Why is the sun so important for us? The sun gives us life preparation section.
on the earth and makes it possible for plants to grow.
Read to the children: We are going to learn more about
There is amazing symbolism between the life the sun
how the sun gives life to plants, but before we do, we
gives the earth and the life the Son—the Son of God—
need to prepare for the microscope experiment we will
gives us. Discuss how the sun is like the Son of God.
complete later in the lesson.
God has provided us with witnesses of Him and His love

© Good and Beautiful 65

© Good and Beautiful
(from sunlight)

(O2 released into air)

69
(CO2 absorbed from air)
Photosynthesis

(C6H12O6 produced and used by plant)

(H2O absorbed through soil)

 B O TA N Y
LESSON 9

Plant Cells
e
je ctiv
Ob Help the children learn basic cell functions and the difference between a plant cell and an animal cell.

Preparation:
None
Activity Supplies: Experiment Supplies:
• 1 LEGO® brick • Small piece of celery • Paper towel (optional)
• Small piece of lumber • Glass slides • Fingernail clippers
(any size) • Distilled water
• Scissors • Slide covers
• Glue • Microscope

Plant Structure Plant cells are eukaryotic [you–carry–AW–tick]. This

means they have a true nucleus—the round structure
Show the children a LEGO® and a piece of lumber. of most cells that has a double membrane and is the
Read to the children: What do these two items have in control center of the cell. The nucleus is a specialized
common? What are some differences between them?
Both of these items can be used to build structures, but
the structures will have different purposes and uses.
Just as there are basic materials that can be used to
build buildings, there are basic building blocks for all
living things, such as plants, animals, humans, bacteria,
protists, etc. These basic building blocks are called cells.

structure that can carry out different functions in the

cell. Humans, animals, protists, and fungi also have
eukaryotic cells, while bacteria have simpler prokaryotic
[pro–carry–AW–tick] cells. Plants are multicellular,
which means there is more than one cell in the plant to
perform the functions of life.

© Good and Beautiful 71

 LESSON 9

is what you would see. Show the children the animal holds all the organelles (parts) of the cell together. It
cell and plant cell images below. Give the children a is semipermeable, which means it can allow certain
moment to look at the two cells. things to go in and out of the cell. The cytoplasm is
made up of a gel-like substance and helps cells maintain
Animal Cell
their shapes. It contains the organelles of the cell. The
mitochondrion is known as the powerhouse of the cell,
giving the cell its energy. Ribosomes, the endoplasmic
reticulum, and Golgi bodies all work together to make
and process proteins that are needed for the cell to
function. Lysosomes are found in all animal cells, and
they break down and recycle sugars and proteins.
Plant and animal cells both have vacuoles, but they
function a little differently. Animal cells have several
smaller vacuoles, and plant cells usually have just one
large, permanent vacuole. Animal cell vacuoles store
Plant Cell nutrients, waste, and some water, while a plant cell
vacuole mainly stores water. A plant vacuole takes up
the majority of the cell, so when a vacuole does not
have enough water, the plant will wilt.
Plant cells need chloroplasts, which have the special job
of capturing the energy of the sun so that photosynthe-
sis can take place. Chloroplasts are also responsible for
a plant’s green color.
The last major difference between a plant cell and
animal cell is that a plant has a cell wall in addition
to the cell membrane. A cell wall can hold the plant’s
structure and shape when the vacuole is full of water
What differences and similarities do you notice about and also when the vacuole’s water level is low and
the cells now? If needed, point out the plant’s cell the plant is wilting. Note: The Good and the Beautiful
wall, chloroplasts, and vacuole. When you looked at
celery under the microscope, you were probably able to Onion Skin Cells
see patterns of cell walls that you could not see in the
fingernail sample. That is because plant cells have walls,
and animal cells do not.

Organelle Identification

Read to the children: Why do you think plant cells have

these differences? Cartilage Cells
Look again at the animal cell and plant cell images
above. Have the children find each organelle, or part
of the cell (in both cells if possible), as you read: All
eukaryotic cells have a nucleus that functions as the
cell’s command center, or brain. It controls what is
happening in the cell. The cell membrane is what

© Good and Beautiful 73

LESSON 9

Kingdoms and Classification unit goes into greater Plant Observation

depth and detail about the cell and cell functions.
Have the children observe the seeds they
Animal and Plant Cells Journal Page planted in Lesson 2. Have the children
turn to the “Plant Observation Log 7” page
Have the children turn to the “Animal and in Lesson 9 of their student journals and
Plant Cells” page in Lesson 9 of their student complete the page.
journals and complete the page. The answer
key can be found at the end of the lesson. Lesson 9 Extension
7–8
Venn Diagram Have children grades 7–8 complete
the self-directed Lesson 9 extension titled
Have the children turn to the “Venn “Botany Experiment: Observations and
Diagram” page in Lesson 9 of their student Recording” in their student journals.
journals. Have the children fill in the Venn
diagram with the things you discussed
together. The answer key can be found at the end of
the lesson.

74 © Good and Beautiful

plant climate mapping Cut along the dotted lines. Read each description,
and then match the color to the map.

Polar
Plants grow on every continent in the world, including Antarctica. While it is
true that most of Antarctica cannot support plant life, some plants do grow
along the Antarctic Peninsula and on nearby islands. There are no trees or
shrubs, only liverworts and two flowering plant species: the Antarctic hair
grass (pictured) and the Antarctic pearlwort.

Temperate
Temperate climate zones are able to sustain a large variety of plants and are
distinguished by their four seasons: winter, spring, summer, and autumn.
The temperature ranges greatly depending on the season, and precipitation
is generally higher than in an arid region and less than in a tropical one.

Arid
Plants can grow in very dry, arid areas, but not as abundantly as plants in
temperate or tropical regions. The plants that grow in deserts, such as cacti,
yuccas, and sagebrushes, are able to handle harsher conditions without as
much water. The Joshua tree pictured here grows shallow roots spread out
vertically to catch rainwater and can survive with only one good rainfall a
year. It has thick, waxy bark to prevent water loss.

Tropical
The Amazon rainforest in South America is the largest tropical rainforest
in the world. With moderate temperatures and lots of rain, a large variety
of plants can grow here. The forest is so vast and there are so many plants
that some plants are still being discovered. The plants you see on the water
are giant water lilies; they can grow to almost 3 meters (10 feet) across!

Mediterranean
Known for grape vineyards and olive groves, the Mediterranean climate has
dry, hot summers and cold, rainy winters. Compared to tropical regions,
the rainfall is low, but it does not experience a snowy winter like temperate
regions.
 B O TA N Y
LESSON 12

Trees
e
je ctiv
Ob Help the children learn the parts of a tree and their functions.

Preparation:
Cut out the leaves on the page titled “Tree Benefits—Leaves.�
Cut out the strips on the page titled “Tree Parts—Definitions.”
Activity Supplies: Experiment Supplies:
• Glue stick • Sap from a tree • 2 slide covers and
• Crayons (optional) • Resin from a pine tree slides

• 1 blank piece of paper • Microscope • Paper towel

per child (optional)

Note: For this lesson you may decide to go outside and but they also provide great benefit to our planet. What
sit under a big shady tree. This lesson also includes an are some of the benefits we receive from redwoods and
optional nature walk. Plan for the additional time, or other trees? [shade, beauty, fruit, etc.] We are going to
you may decide to reserve another day for the “Nature learn some more benefits of trees. Some of them may
Walk and Bark Rubbings” activity to allow for more time be ones that you already listed.
to enjoy each of the activities.
Put the leaves from the “Tree Benefits—Leaves” page
in front of the children. Have the children take turns
Redwoods Video
picking a leaf, reading what it says, and gluing it to
the tree on the page titled “Tree Benefits.” Place the
Watch the video titled “Redwoods” at
completed page on the science wall. Note: The leaves,
[Link]/sciencevideos or on the Good
when glued on, may hang off the page.
and Beautiful Homeschool app, and then discuss the
questions below.
1. What is one condition a redwood needs to reach its
greatest height? [cool, damp climate, fog, etc.]
2. A redwood’s roots go down only 3.048 meters (10
feet); how do they anchor themselves? [roots go
out 15.24 meters (50 feet) and wrap around other
tree roots]

Tree Benefits

Read to the children: The tallest living things

on Earth are not only incredible to look at,

© Good and Beautiful 87

LESSON 12

Parts of a Tree Poetry Activity

Have the children turn to the “Parts of a Read the following poem and discuss the messages
Tree” page in Lesson 12 of their student the children find within the poem.
journals. Put the cut-out “Tree Parts–
Definitions” strips on the table. Have the
children take turns picking a definition and reading it
The Oak Tree
aloud. Have the children determine which part of the By Johnny Ray Ryder Jr.
tree the definition belongs to and glue or write their
answers in their student journals. If you are sitting A mighty wind blew night and day.
near a tree, have the children find the same part on It stole the Oak Tree’s leaves away,
the real tree. The answer key can be found at the end Then snapped its boughs and pulled its bark
of the lesson. Until the Oak was tired and stark.

Tree Resin and Sap Microscope But still the Oak Tree held its ground
Experiment
While other trees fell all around.
The weary wind gave up and spoke,
Have the children perform the experiment
“How can you still be standing, Oak?”
below or watch the video titled “Tree The Oak Tree said, “I know that you
Resin and Sap Microscope Experiment” at Can break each branch of mine in two,
[Link]/sciencevideos or on Carry every leaf away,
the Good and Beautiful Homeschool app. Shake my limbs and make me sway.
1. Place a drop of sap on one slide and a drop of But I have roots stretched in the earth,
resin on the other. Growing stronger since my birth.
You’ll never touch them, for you see,
2. Gently place slide covers on top of each and dab They are the deepest part of me.
any wet edges with a paper towel. Carefully push
out any air bubbles. Until today, I wasn’t sure
Of just how much I could endure.
3. Have the children turn to the “Microscope Lab”
But now I’ve found, with thanks to you,
page in Lesson 12 of their student journals. They
I’m stronger than I ever knew.”
should label the specimens, add the date, and
draw a picture of what they see.
Plant Observation
Science Wall: Vocabulary Words
Have the children
Place the vocabulary cards SAP and RESIN observe the seeds they
on your science wall. Read and discuss the planted in Lesson 2.
words and their definitions. Have the children
turn to the “Plant
Observation Log
Sap 10” page in Lesson
12 of their student journals
and complete the page.

Resin Read to the children:

Now that all the plants
are receiving water and
88 © Good and Beautiful
B O TA N Y
LESSON 13

Carnivorous and Poisonous

Plants
e
je ctiv
Ob Help the children learn the characteristics of carnivorous plants and recognize common
poisonous plants.

Preparation:
Cut out the pictures and descriptions on the pages titled “Memory Game.”
Activity Supplies:
• None

Carnivorous Plants other types of plants cannot grow because of the lack
of nutrients.
Read to the children: We have learned about trees
Gratefully, carnivorous plants are not harmful to
as tall as skyscrapers and cacti that can grow without
humans. While a human could trigger a trap to close, he
water for a year, but today we are going to learn about
or she would be much too large to actually get trapped,
some of the most unique plants on our planet. These
harmed, or digested.
rare plants do not rely solely on photosynthesis for
nutrients. They obtain food by catching and digesting Carnivorous plants may not be harmful to humans, but
insects; like wolves or tigers, they are carnivorous! some plants are poisonous to touch or eat, and they
can give you rashes or make you sick. We are going to
play a matching game to learn about and recognize
specific carnivorous and poisonous plants.

Carnivorous and Poisonous Plants Memory

Game

Shuffle the “Memory Game” cards and

spread them out on the table. Place all the
picture cards on the right side of the table
and the description cards on the left side
of the table. Turn all the cards facedown, and then
proceed as follows:
Carnivorous plants eat insects because their soil does 1. Have a child pick one description card and ask the
not contain the nutrients they need to survive— child, or adult if needed, to read it aloud.
especially nitrogen, phosphorus, and potassium.
2. Have the child pick one picture card and
Carnivorous plants often grow in places where many
determine if the cards match.
98 © Good and Beautiful
 Memory Game

VENUS FLYTRAP BLADDERWORT

RAFFLESIA PITCHER PLANT

SUNDEW BUTTERWORT

POISON OAK POISON IVY

© Good and Beautiful 101