OBJECTIVE

Students will be able to draw what part of a plant grows above the ground

Students will be able to draw what part of a plant grows below the ground

ESSENTIAL QUESTIONS

Where does food come from?

MATERIALS NEEDED

• Tops and Bottoms, by Janet Stevens
• Tops and Bottoms Worksheet
• Paper
• Crayons
• Variety of vegetables, either in the garden or on display in the classroom (carrot, tomato, lettuce, beet, potato, kale, squash, etc.)

PROCEDURE

Introduction:
Read Tops and Bottoms aloud to the students. Ask students to list the vegetables they heard in the book, and where they grew in the garden. Make a list on the board.
Activity:
In the garden, invite students to explore with a partner. See if they can find vegetables that grow in different places in the soil. Individually, or with a partner, students complete the Tops and Bottoms Worksheet.
-If in the classroom, students complete the worksheet using the vegetables on display.
Back in the classroom, students choose one vegetable that they will draw.
Each student takes an 8 1⁄2 x 11 piece of paper and folds it in half. They may draw a line across the fold to highlight the soil area. Then they draw their vegetable, according to where it grows in relation to the soil level.
Wrap up/ Assessment:

Then students draw their vegetable, according to where it grows in relation to the soil level.