Agricultural Literacy Curriculum Matrix
Search Lesson Plans & Companion Resources
Dig 'Em Up
K - 2
Two 45-minute sessions and observations for two weeks
In this lesson students will investigate the functions of roots, recognize the difference between a tap and fibrous root system, and identify the roots of some plants as edible.
Interest Approach — Engagement
- Carrot, radish, potato, rutabaga, sugar beets
- House plant such as a fern or a spider plant
Activity 1: Root Identification
- Carrots with the green tops attached, 1-2 per group
- Grass plants (weed) with roots attached, 1-2 per group
- Plastic bags, 1 per group
- Hand lenses, 2-4 per group
- Rulers, 2-4 per group
- Root Identification activity sheets, 1 per group
- Roots T-Chart, 1 per group
Activity 2: Plant and Root Growth
- Chart paper
- 1 clear plastic cup
- 1 paper towel
- 3-5 radish seeds
- Centimeter ruler to measure root growth
- Dig 'Em Up observation sheet
Essential Files (maps, charts, pictures, or documents)
tuber: the short, thickened, fleshy part of an underground stem, which can grow new shoots (a potato is a tuber)
roots: portion of a plant that anchors it in the soil and takes up water, air, and nutrients for feeding the remaining parts above ground
harvest: process or period of time a farmer gathers crops such as corn, potatoes, rice, or any agriculture commodity
fibrous root system: formed by thin, moderately branching roots that grow from the stem found in grasses, ferns, and most flowering plants
tap root system: a straight tapering root growing vertically downward, usually edible and found in carrots, radishes, turnips, and beets
root hairs: tiny, microscopic outgrowths attached to the outer layer of the main roots that help absorb water and nutrients from the soil
Did you know? (Ag Facts)
- A rutabaga is a natural cross between a turnip and a cabbage.1
- Both tuber crops, the potato and the sweet potato were listed as one of the ten most important crops in the world.2
- Roots contain tiny root hairs that help absorb water and nutrients from the soil.1
- There are two main types of root systems; tap roots and fibrous roots.1
Background Agricultural Connections
Interest Approach – Engagement
- Display a carrot, radish, potato, rutabaga, and sugar beets.
- Ask the following questions:
- What are the names of these vegetables? (carrot, radish, potato, rutabaga, sugar beets)
- Where do these vegetables grow? (in a garden or a farmer's field)
- Where can you purchase these vegetables? (grocery store or farmer's market)
- Who grows these vegetables for us to eat? (farmers or gardeners)
- Do these vegetables grow above ground or underground? (underground)
- Record the student responses on your whiteboard or poster paper. Use the student responses to explain that the plant roots displayed are also called root crops and tubers. Root crops are produced underground, underneath the top layer of soil. They can be grown in a garden or in a field by a farmer. Root crops produce edible vegetables that provide nutrients for a healthy diet.
- Ask the students if they have ever eaten a root.
- Show the students the roots of a house plant such as a fern or a spider plant. Ask if they look the same or different than the root crops. Ask the students, "Are these roots edible?" Discuss the differences and help them understand that all roots provide an anchor for the plant in the soil and take up nutrients for the plant; however, some roots are edible and some are not.
- Tell the students they will be learning about plant roots today.
Activity 1: Root Identification
- Place the students in groups of four. Tell them they will be going on a short walking field trip to gather a few roots. (If time is an issue, gather the examples of roots for each group before class begins).
- Give each group of students a plastic bag for gathering their roots. Instruct each group to pull weeds (grass plant) from a school garden or another permitted section of the school grounds. Demonstrate how to pull a weed such that the roots stay intact before having the students find their own.
- Make sure each group has at least two fibrous root system examples before taking the students back into the classroom.
- Place newspaper down on the desks or tables and provide a hand lens and ruler for each group to examine the roots carefully.
- Instruct each group to spread out their roots onto the newspaper and try to remove as much soil as possible so that the root hairs can be examined with a hand lens.
- Give each group a carrot with the greens attached. Make sure to identify the difference in the root system between the grass plant (fibrous roots) and the carrot (tap root). Ask the following questions:
- Which root can we eat? (carrot)
- How are these roots different?"(grow differently; tap root grows vertically and fibrous roots grow horizontally)
- How are these roots similar? (both root systems have the same 4 functions listed in the Background Agricultural Connections)
- What do you see with the help of the hand lens on each root system? (tiny root hairs)
- What do you think is the job of root hairs? (help the roots absorb more water and nutrients from the soil)
- Why are root systems important to farmers? (a good root system produces healthy crops and vegetables)
- Have the students compare the carrot and grass plant by measuring and drawing each example on the Root Identification worksheet.
- Instruct each group to share their drawings and measurements with the class.
- For further understanding, use the Roots T-Chart to record the student answers for the following questions:
- Which root system would give a plant the best anchoring or hold in the soil? (Tap roots)
- Which root system absorbs water and nutrients from the soil? (Tap and fibrous roots)
- Which root system do you think would die first because of lack of water? (Fibrous roots)
- Which root system grows vertically? (Tap roots)
- Which root system grows horizontally? (Fibrous roots)
- Which root system transports nutrients to the plant's leaves for proper growth? (Tap and fibrous roots)
- Which root system do you think corn would have if you saw the stalks laying down in a field after a thunderstorm? (Fibrous roots)
Activity 2: Plant and Root Growth
- Post a large piece of chart paper in front of the room.
- Check the students’ understanding of the function of roots. Review that roots help hold the plant in place, take up water and nutrients from the soil, transport food, and store food for the plant. Write this information on the chart paper.
- Display the selection of edible roots that you have brought in for the class to examine and assist the students in identifying them. Add any new edible roots to the list.
- Using a clean cutting surface and knife, cut the washed roots into bite-sized pieces. Have students wash their hands and taste the vegetables.
- Create planters for observing radish seed growth. Give each student a clear plastic cup. Have students fold up a paper towel and place it inside the side of the cup. Have students pour just enough water into the bottom of the cup so that the water wicks up the paper towel. Once the paper towel is moistened all the way to the top, have students place three to five radish seeds between the paper towel and the side of the cup, about one inch from the top of the paper towel.
- Observe the seeds daily. Every 4-5 days, measure root growth in centimeters with a ruler and record observations on the sheet provided
Concept Elaboration and Evaluation:
At the conclusion of this activity, review and summarize the following key concepts:
- The roots of some plants are edible.
- Roots anchor plants in the ground, absorb water and nutrients from the soil, transport food, and store food for the plant.
- Farmers grow plants for us to eat.
- Roots such as carrots, radishes, turnips, rutabagas, ginger, and parsnips are healthy foods.
- This lesson incorporates hands-on activities. Kinesthetic learning events provide an excellent learning environment for the English language learner.
- Allow students to watch you set up the experiment and any variations prior to having students set up their own experiments. ELL students will benefit from observing the procedures before they get started.
- Model the Think, Pair, Share method: After seeing edible root vegetables, have students turn to a partner and say, “_________________ are roots that we eat.”
We welcome your feedback! Please take a minute to tell us how to make this lesson better or to give us a few gold stars!
Read aloud the book Tops and Bottoms by Janet Stevens. Stop and discuss which vegetables planted in Bear's garden had tap roots or fibrous roots. Have the students determine that the tap roots are edible vegetables found underground and fibrous roots produce edible vegetables found above ground. If a copy of the book is not available, you can find a read aloud on YouTube.
Suggested Companion Resources
- Edible Plant Game (Activity)
- What Do Plants Need to Grow? (Activity)
- Wisconsin Fast Plants® (Activity)
- A Gardener's Alphabet (Book)
- Amazing Plant Powers: How Plants Fly, Fight, Hide, Hunt, & Change the World (Book)
- How Food gets from Farms to Store Shelves (Book)
- Plants Feed Me (Book)
- Tops & Bottoms (Book)
- Eat Happy Project video series (Multimedia)
- Grow it Again (Teacher Reference)
State Standards for Utah
Kindergarten: Science Standard 4Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things.
Objective 2Describe the parts of living things. Meeting one or more of the following indicators: b) Identify major parts of plants, e.g., roots, stem, leaf, flower, trunk, branches. c) Compare the parts of different animals, e.g., skin, fur, feathers, scales; hand, wing, flipper, fin.
Grade 1: Science Standard 4Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things.
Objective 2Living things change and depend upon their environment to satisfy their basic needs. Meeting one or more of the following indicators: a) Make observations about living things and their environment using the five senses. b) Identify how natural earth materials (e.g., food, water, air, light, and space), help to sustain plant and animal life. c) Describe and model life cycles of living things.
Grade 2: Science Standard 4Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things.
Objective 2Identify basic needs of living things (plants and animals) and their abilities to meet their needs. Meeting one or more of the following indicators: a) Communicate and justify how the physical characteristics of living things help them meet their basic needs. b) Observe, record, and compare how the behaviors and reactions of living things help them meet their basic needs. c) Identify behaviors and reactions of living things in response to changes in the environment including seasonal changes in temperature and precipitation.
Agricultural Literacy Outcomes
Food, Health, and Lifestyle
- Identify healthy food options (T3.K-2.a)
Plants and Animals for Food, Fiber & Energy
- Explain how farmers work with the lifecycle of plants and animals (planting/breeding) to harvest a crop (T2.K-2.a)
- Identify examples of feed/food products eaten by animals and people (T2.K-2.c)
Agriculture and the Environment
- Describe how farmers use land to grow crops and support livestock (T1.K-2.a)
Common Core Connections
Speaking and Listening: Anchor Standards
CCSS.ELA-LITERACY.CCRA.SL.1Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Writing: Anchor Standards
CCSS.ELA-LITERACY.CCRA.W.8Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Mathematics: Practice Standards
CCSS.MATH.PRACTICE.MP4Model with mathematics. Students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. Students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions.
Health Standard 7: Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
7.2.1Demonstrate healthy practices and behaviors to maintain or improve personal health.
2-LS2: Ecosystems: Interactions, Energy, and Dynamics
2-LS2-1Plan and conduct an investigation to determine if plants need sunlight and water to grow.