2.2 Plants. Contributors: TJ McKenna Staff Scientist. Dennis Chapman Michaela s Garden Project

Transcription

1 CT 2.2 Plants change their forms as part of their life cycles. MA LS # PreK-2 #3 Gr 3-5 #1,2 and Plants Contributors: TJ McKenna Staff Scientist Dennis Chapman Michaela s Garden Project

2 Section Table of Contents Page Table of Contents... 2 Summary... 3 CT Science Standards, Grade Level Concepts & Expectations, & CMT Correlation... 4 Massachusetts Learning Standards... 6 Safety Standards... 7 Pre-Visit Activity Discovery Center Activities Trail Guides Teacher Trail Guides Student Trail Guides Post-Visit Activities Post Visit Activity Professional Development Opportunities Websites for Teachers Literature Links Videos Software Student Resources Interactive Websites for Children Columbus Blvd. Hartford, CT Version

3 Summary This program provides you and your students with pre visit, visit and post visit materials related to the topic of plant growth. During your visit, your students will enjoy opportunities to make observations, raise questions, and learn about plants in one of our Education Classrooms. In addition, your students will tour the River of Life Gallery and the Rooftop Garden (weather/season permitting). During their gallery visits, your students will be provided with Trail Guides that will help them make observations and raise further questions about specific exhibits within the galleries that are related to magnetism. Also included in this program are lessons that provide interdisciplinary connections, as well as additional resources such as websites, literature links, career information, home and school connections, and related videos. This unit has been developed to complement some of the core themes, content standards and expected performances of the CT Core Science Frameworks, as well as the National Science Education Standards. It is a supplemental series of hands-on investigations that are inquiry-based and designed to engage students as well as to enhance and build upon their prior content knowledge. It may be integrated with other subjects or it may be taught in its entirety within the science classroom. The complete CT Core Science Curriculum Frameworks is available at the website: Direct link to PDF: Columbus Blvd. Hartford, CT Version

4 CT Science Standards, Grade Level Concepts & Expectations, & CMT Correlation Structure and Function How are organisms structured to ensure efficiency and survival? GRADE PLANTS CHANGE THEIR FORMS AS PART OF THEIR LIFE CYCLES. Core Science Curriculum Framework Underlying Concepts Students should understand that Grade-Level Expectations Students should be able to CMT Expected Performances 2.2.a. The life cycles of flowering plants include seed germination, growth, flowering, pollination and seed dispersal. 1. Flowering plants progress through a sequenced life cycle. First, seeds sprout (germinate), then seedlings grow into adult plants with leaves and flowers. If the flowers are pollinated, seeds develop that will grow into new plants to continue the life cycle. 1. Use senses and simple tools to observe and describe the roots, stems, leaves, flowers and seeds of various plants (including trees, vegetables and grass.) A19. Describe the life cycles of flowering plants as they grow from seeds, proceed through maturation and produce new seeds. 2. Roots, stems, leaves, flowers and seeds are structures that develop during different stages of the plant s life cycle. 3. Seeds contain the beginnings of a new plant (embryo) and the food (energy source) the new plant needs to grow until it is mature enough to produce its own food. Different plant varieties produce seeds of different size, color and shape. 4. Environmental conditions, such as temperature, amount of light, amount of water and type of soil, affect seed germination and plant development. 5. A plant s seed will grow into a new plant that resembles but is not identical to the parent plant or to other new plants. For example, marigold plants produce marigold seeds that grow into new marigold plants. Individual marigolds, however, vary in height, number of leaves, etc. 2. Use magnifiers to observe and diagram the parts of a flower. 3. Describe the functions of roots, stems, leaves, flowers and seeds in completing a plant s life cycle. 4. Record observations and make conclusions about the sequence of stages in a flowering plant s life cycle. 5. Compare and contrast how seeds of different plants are adapted for dispersal by water, wind or animals. 6. Conduct a fair test to explore factors that affect seed germination and plant growth. A20. Explore and describe the effects of light and water on seed germination and plant growth. 6. Seedlings are young plants that produce the structures that will be needed by the plant to survive in its environment: Roots and leaves begin to grow and take in nutrients, water and air; and the stem starts to grow towards sunlight. 7. Adult plants form more leaves that help the plant collect sunlight and air to make its food. They produce flowers that are the structures responsible for reproduction. 8. Flowers have structures that produce pollen, attract pollinators and produce seeds that can grow into new plants. Some flowers have structures that develop into fruits, berries or nuts that contain the seeds that can grow into new plants. 9. Some seeds fall to the ground and germinate close to the parent plant; other seeds are carried (dispersed) by wind, animals, or water to places far away. The 250 Columbus Blvd. Hartford, CT Version

5 structure of the seed is related to the way it is dispersed. KEY CONCEPT WORDS: life cycle, structures (body parts), seed, germinate, reproduce, flower, pollen, pollinator, seed dispersal 250 Columbus Blvd. Hartford, CT Version

6 Massachusetts Learning Standards PreK 2 Grades 3 5 Characteristics of Living Things 3. Plants and animals have life cycles that vary. Characteristics of Living Things 1. Physical characteristics of plants and animals 3. Plants and animals go through predictable life cycles, including birth, growth, development, reproduction, and death. Systems in Living Things 2. Structures in plants that are responsible for food production, support, water transport, reproduction, growth, and protection. 250 Columbus Blvd. Hartford, CT Version

7 Safety Standards Review appropriate behavior expectations and cooperative peer or group work standards. Review the appropriate use of materials. Make any necessary individual student modifications. Monitor students to make sure they are following directions, handling materials with care and working cooperatively. For more comprehensive information on science safety, consult the following guidelines: American Chemical Society blications/wpcp_ CT Department of Education Council of State Science Supervisor; Connecticut Department of Education Columbus Blvd. Hartford, CT Version

8 Student Preconceptions Describe tools used to determine student preconceptions: Before beginning this unit, have your students draw and label a plant (any plant they choose is fine) and write what they think plants need in order to live and grow. Provide students with a sheet of paper and instruct them to fold it in half. On the left side of the folded paper, have students write their names and be sure to have them write the date. After students draw and label a plant and write what they think plants need in order to live and grow, collect the papers. At the end of this unit, hand the papers back to the students, have them draw and label a plant on the right side of the folded paper, and write what they now think plants need in order to live and grow. Make sure they include the date. Comparing the before-and-after work will serve as a graphic example of what students have learned. KWL charts, Student science notebooks, class discussions, and student comments and questions are also tools used to determine student preconceptions. Description of a student preconception (nave conception, misconception, incomplete conception): A common misconception of students is that plants have flowers so that bees can make honey. Correct conception by the end of the unt: By the end of the unit, students should have a solid understanding that plants have flowers so they can make seeds so that more plants will grow. The bees need flower nectar and pollen for food. Bees don't know they are pollinating flowers while they are collecting their food. Flowers benefit because they are pollinated and bees benefit because they collect food for the hive. This is called a symbiotic relationship, or interdependence of organisms. Description of a student preconception (naïve conception, misconception, incomplete conception): Pollen sticks to bees because bees are sticky. Correct conception by the end of the unit: Pollen clings to the tiny hairs on the bees' body. Bees are not sticky. Additional Background: Plants pollinated by insects produce pollen with tiny hooks or spines that cling to hairs on the insect's body. Sometimes the pollen also has a sticky coating. These types of plants are referred to as "entomophilous" or insect-loving. Plants whose pollen is lightweight and dispersed by the wind are referred to as "anemophilous" or wind-loving. Description of a student preconception (naïve conception, misconception, incomplete conception): The reason plants need water is so they don't wilt and die. Correct conception by the end of the unit: Plants need water to carry out the process of photosynthesis. Plants need light, air (carbon dioxide), and water 250 Columbus Blvd. Hartford, CT Version

9 to make their own food (glucose). Water also provides turgidity, or firmness to the tissues of the plant by stretching against the cell walls. Description of a student preconception (naïve conception, misconception, incomplete conception): Plants get their energy from water. Correct conception by the end of the unit: Water is necessary for photosynthesis, but the energy that plants store and use comes from the sun. Description of a student preconception (naïve conception, misconception, incomplete conception): Plants need oxygen to live and grow, like animals do. Correct conception by the end of the unit: Oxygen is a waste product of photosynthesis, rather than a necessary ingredient. Carbon dioxide is the component of air used by plants to store energy from the sun. Additional Background: Photosynthesis uses energy from the sun to build glucose and other carbon molecules (carbohydrates), thereby "storing" the energy from the sun in those molecules. The carbon chain molecules are built using carbon dioxide and water molecules; the resulting carbohydrates make up the bulk of the plant's tissues. Oxygen (O2) is a by-product of photosynthesis. Cellular respiration is the process by which cells break down carbohydrate molecules to release the energy for cellular work. Cellular respiration uses oxygen to breakdown carbohydrate molecules, and carbon dioxide and water are the by-products of the breakdown. Cellular respiration is often thought of as the opposite of photosynthesis: breaking down molecules and releasing energy as opposed to using energy from the sun to build molecules. Plants release far more oxygen through photosynthesis than they take in oxygen through cellular respiration. Therefore, plants are often said to "take in carbon dioxide and release oxygen." Animals, on the other hand, perform no photosynthesis and a great deal of cellular respiration. Therefore, animals are often said to "take in oxygen and release carbon dioxide." Description of a student preconception (naïve conception, misconception, incomplete conception): Seeds are not alive. Correct conception by the end of the unit: Seeds are alive and waiting for proper conditions (moisture and warmth) to begin growing (germinating) into a tiny plant (seedling). From Columbus Blvd. Hartford, CT Version

10 Pre-Visit Activity The visit to the CT Science Center begins in your classroom with the pre-visit activities. We encourage all teachers who bring their students to the CT Science Center to do these pre and post activities and plan to provide follow up assessments and activities which integrate your visit into a meaningful unit of study. The following highlighted GLE s and GLC s are covered in this section: Structure and Function How are organisms structured to ensure efficiency and survival? GRADE PLANTS CHANGE THEIR FORMS AS PART OF THEIR LIFE CYCLES. Core Science Curriculum Framework Underlying Concepts Students should understand that Grade-Level Expectations Students should be able to CMT Expected Performances 2.2.a. The life cycles of flowering plants include seed germination, growth, flowering, pollination and seed dispersal. 1. Flowering plants progress through a sequenced life cycle. First, seeds sprout (germinate), then seedlings grow into adult plants with leaves and flowers. If the flowers are pollinated, seeds develop that will grow into new plants to continue the life cycle. 1. Use senses and simple tools to observe and describe the roots, stems, leaves, flowers and seeds of various plants (including trees, vegetables and grass.) A19. Describe the life cycles of flowering plants as they grow from seeds, proceed through maturation and produce new seeds. 2. Roots, stems, leaves, flowers and seeds are structures that develop during different stages of the plant s life cycle. 2. Use magnifiers to observe and diagram the parts of a flower. A20. Explore and describe the effects of light and water on seed germination and plant growth. 3. Seeds contain the beginnings of a new plant (embryo) and the food (energy source) the new plant needs to grow until it is mature enough to produce its own food. Different plant varieties produce seeds of different size, color and shape. 3. Describe the functions of roots, stems, leaves, flowers and seeds in completing a plant s life cycle. 4. Environmental conditions, such as temperature, amount of light, amount of water and type of soil, affect seed germination and plant development. 4. Record observations and make conclusions about the sequence of stages in a flowering plant s life cycle. 5. A plant s seed will grow into a new plant that resembles but is not identical to the parent plant or to other new plants. For example, marigold plants produce marigold seeds that grow into new marigold plants. Individual marigolds, however, vary in height, number of leaves, etc. 5. Compare and contrast how seeds of different plants are adapted for dispersal by water, wind or animals. 6. Conduct a fair test to explore factors that affect seed germination and plant growth. 6. Seedlings are young plants that produce the structures that will be needed by the plant to survive in its environment: Roots and leaves begin to grow and take in nutrients, water and air; and the stem starts to grow towards sunlight. 7. Adult plants form more leaves that help the plant collect sunlight and air to make its food. They produce flowers that are the structures responsible for reproduction. 8. Flowers have structures that produce pollen, attract pollinators and produce seeds that can grow into new plants. Some flowers have structures that develop into fruits, berries or nuts that contain the seeds that can grow into new plants. 250 Columbus Blvd. Hartford, CT Version

11 9. Some seeds fall to the ground and germinate close to the parent plant; other seeds are carried (dispersed) by wind, animals, or water to places far away. The structure of the seed is related to the way it is dispersed. KEY CONCEPT WORDS: life cycle, structures (body parts), seed, germinate, reproduce, flower, pollen, pollinator, seed dispersal 250 Columbus Blvd. Hartford, CT Version

12 Pre Visit Activity Activity Purpose The students will be introduced to the plants by investigating different seeds to determine how they begin a plants lifecycle. Background Information: There are two kinds of seed-bearing plants: the flowering plants are called angiosperms, and the non-flowering plants are called gymnosperms. Most seed plants are the flowering kind. There are over 250,000 species of flowering plants, and only about 600 non-flowering plants. Beans are angiosperm seeds. A seed is a tiny life-support package. All seeds have three parts: a tough covering, a baby plant, and a food supply. The outer covering of the seed is called the seed coat. The seed coat helps protect the inside of the seed from insects, disease, and damage. Sometimes the seed coat is smooth and paper-thin like that of a pinto bean. A coconut s seed coat, however, is rough, thick, and hard. A seed cannot develop into a plant until the seed coat is broken. The embryo is the tiny plant inside the seed. The embryo is the source of the root, stem and leaf structures. Surrounding the embryo is the food supply. The food supply is the seed s only source of nourishment as it pushes up through the soil and grows into a young plant. When the food supply is gone, a green plant begins to manufacture its own food through photosynthesis. The food supply for a bean is used up in about two weeks. Once a seed reaches its sprouting spot, it begins to grow with water and the right temperature. Water causes the seed to expand. Germination is the process through which the embryo inside the seed begins to grow. As the seed germinates, it develops roots, a stem, and then leaves. If a seed is not allowed to germinate within a certain length of time, the embryo inside the seed dies. Each kind of species of seed has a different amount of time that it can survive before it uses up all of its stored food. The food supply is very important to the seed as it germinates. A bean seed without its food supply grows poorly, if at all. A seed with half of its food supply grows better, but a seed with both halves does the best of all. Some species of seeds need to sprout within two weeks while others can wait as long as two thousand years. Seeds germinate at different rates depending on how much food they have stored. Materials: Seeds Varying plants that can be handled Magnifying glasses Seeds that have been soaked Activity sheet Plastic bags Paper towels Toothpicks 250 Columbus Blvd. Hartford, CT Version

13 How does a plant start out? Seeds come in all shapes, sizes, and types. There are some seeds that are so tiny, they look like dust. Other seeds, though, can be as big as a basketball! Seeds remain asleep until they are given soil, water, and light. In fact, all plants need certain things to grow, including: room to grow, the right temperature, light, water, air, nutrients, and time. Science Notebook Make sure to have students begin a t-chart for this activity and label it Seed Studies Observations Questions Let s take some time and see what we notice about seeds Pass out seeds in small plastic containers Have you ever wondered how a seed becomes a plant? How does a seed get its start if there is no sunlight under the soil? I am going to give everyone a seed and we are going to see if we can see what is inside of a seed Pass out seeds that have been soaking and toothpicks Make sure to first make observations about your seeds and write down any questions that you may have. Next make a prediction about what you think may be inside. 250 Columbus Blvd. Hartford, CT Version

14 Then carefully remove the seed coat, split open the bean and use magnifying glasses to observe the embryo and stored food. Make sure to make a drawing of what you see on the inside of the seed in your notebook. Optional Pass out worksheets for students to label parts. Now that we have seen the inside of a seed it s time to see what they look like when they start growing. When your group gets a seedling make sure to make observations about what the leaves and stem look like. Pass out seedlings Take a minute to predict what you think the roots might look like. After discussing what you think the roots might look like - carefully remove the seedling from the soil and look at the roots. 250 Columbus Blvd. Hartford, CT Version

15 Hand a paper towel and a plastic bag to each group. Have someone from each group fold the paper towel in half and place it into the bag. Put a few staples a few inches below the top of the bag so the seeds have a pocket to sit in. Have students place their seeds in the bags and wet the paper towel. Ask the students to predict based on how the seeds are sitting in the bags which direction the roots will grow and which direction the leaves will. Once they are growing what might happen if we turned it upside-down? 250 Columbus Blvd. Hartford, CT Version

16 What do you notice about the plants? I notice What do you wonder about the plants? I wonder What do you notice about the seeds? I notice What do you wonder about the seeds? I wonder 250 Columbus Blvd. Hartford, CT Version

17 Evaluation/Assessment: Teacher evaluates student responses and science notebooks. PRE-VISIT ACTIVITY CONCLUSION Now that you have completed all of the pre-visit activities, your students have a number of wonders/questions that they would like to investigate. During their field trip experience, they will be exposed to more information and will generate more questions. Students should be reminded to continually focus on their questions and write down any new information learned. When you complete your visit to the Science Center, your students will have a number of questions and new learning. You will find a number of activities in our post visit section that will help your students investigate their questions back in your classroom. 250 Columbus Blvd. Hartford, CT Version

18 Discovery Center Activities The visit to the CT Science Center begins in your classroom with the pre-visit activities. We encourage all teachers who bring their students to the CT Science Center to do these pre and post activities and plan to provide follow up assessments and activities which integrate your visit into a meaningful unit of study. The following highlighted GLE s and GLC s are covered in this section: Structure and Function How are organisms structured to ensure efficiency and survival? GRADE PLANTS CHANGE THEIR FORMS AS PART OF THEIR LIFE CYCLES. Core Science Curriculum Framework Underlying Concepts Students should understand that Grade-Level Expectations Students should be able to CMT Expected Performances 2.2.a. The life cycles of flowering plants include seed germination, growth, flowering, pollination and seed dispersal. 1. Flowering plants progress through a sequenced life cycle. First, seeds sprout (germinate), then seedlings grow into adult plants with leaves and flowers. If the flowers are pollinated, seeds develop that will grow into new plants to continue the life cycle. 1. Use senses and simple tools to observe and describe the roots, stems, leaves, flowers and seeds of various plants (including trees, vegetables and grass.) A19. Describe the life cycles of flowering plants as they grow from seeds, proceed through maturation and produce new seeds. 2. Roots, stems, leaves, flowers and seeds are structures that develop during different stages of the plant s life cycle. 2. Use magnifiers to observe and diagram the parts of a flower. A20. Explore and describe the effects of light and water on seed germination and plant growth. 3. Seeds contain the beginnings of a new plant (embryo) and the food (energy source) the new plant needs to grow until it is mature enough to produce its own food. Different plant varieties produce seeds of different size, color and shape. 3. Describe the functions of roots, stems, leaves, flowers and seeds in completing a plant s life cycle. 4. Environmental conditions, such as temperature, amount of light, amount of water and type of soil, affect seed germination and plant development. 4. Record observations and make conclusions about the sequence of stages in a flowering plant s life cycle. 5. A plant s seed will grow into a new plant that resembles but is not identical to the parent plant or to other new plants. For example, marigold plants produce marigold seeds that grow into new marigold plants. Individual marigolds, however, vary in height, number of leaves, etc. 5. Compare and contrast how seeds of different plants are adapted for dispersal by water, wind or animals. 6. Conduct a fair test to explore factors that affect seed germination and plant growth. 6. Seedlings are young plants that produce the structures that will be needed by the plant to survive in its environment: Roots and leaves begin to grow and take in nutrients, water and air; and the stem starts to grow towards sunlight. 7. Adult plants form more leaves that help the plant collect sunlight and air to make its food. They produce flowers that are the structures responsible for reproduction. 8. Flowers have structures that produce pollen, attract pollinators and produce seeds that can grow into new plants. Some flowers have structures that develop into fruits, berries or nuts that contain the seeds that can grow into new plants. 250 Columbus Blvd. Hartford, CT Version

19 9. Some seeds fall to the ground and germinate close to the parent plant; other seeds are carried (dispersed) by wind, animals, or water to places far away. The structure of the seed is related to the way it is dispersed. KEY CONCEPT WORDS: life cycle, structures (body parts), seed, germinate, reproduce, flower, pollen, pollinator, seed dispersal 250 Columbus Blvd. Hartford, CT Version

20 Discovery Center Activity Activity Purpose The students will investigate structures that plants have for obtaining water and sunlight. Materials: different plants (succulent, cactus, woody stem, herbaceous) magnifying glasses 3D Glasses Spray bottles Procedures Intro students are told that they will be looking at plants to see what they notice and what they wonder, asked to draw diagrams. Students start by investigating different plants. They are broken into groups around different groupings of plants and asked to examine the leaves and stems of the different plants. Using the spaces available on the data sheets students are encouraged to write what they notice and wonder and to include diagrams in the squares provided. The plants are grouped on each table of 4 students to include one succulent, one herbaceous, one cactus and one woody stem. Students then choose 2 plants and Venn diagrams are created for students to begin to classify observable differences and similarities between the plants. Next, spray bottles are passed out and students are instructed to spray water on the plants and observe how the water moves and to notice where the water seems to end up on the plants. Then images of different biomes are shown on the board in an attempt to try to place the different kinds of plants in their right environment. Some pictures do not include plants for reference and then images are included with the correct plant shown (i.e. cactus in the desert). Finally, 3-D images of plants taken using our Scanning Electron Microscope are shown to get a one of a kind view of different structures plants have. 250 Columbus Blvd. Hartford, CT Version

21 250 Columbus Blvd. Hartford, CT Version

22 I notice I wonder 250 Columbus Blvd. Hartford, CT Version

23 Evaluation/Assessment: Teacher evaluates student responses and science notebooks. Discovery Center Activity Conclusion When you complete your visit to the Science Center, your students will have a number of questions and new learning. You will find a number of activities in our post visit section that will help your students investigate their questions back in your classroom. 250 Columbus Blvd. Hartford, CT Version

24 Trail Guides We have created a set of Trail Guides for use by you and your students. The first section consists of the trail guides with teacher notes; the second section has the exact same Trail Guides without the teacher notes. You may copy these directly as handouts. The following highlighted GLE s and GLC s are covered in this section: Structure and Function How are organisms structured to ensure efficiency and survival? GRADE PLANTS CHANGE THEIR FORMS AS PART OF THEIR LIFE CYCLES. Core Science Curriculum Framework Underlying Concepts Students should understand that Grade-Level Expectations Students should be able to CMT Expected Performances 2.2.a. The life cycles of flowering plants include seed germination, growth, flowering, pollination and seed dispersal. 1. Flowering plants progress through a sequenced life cycle. First, seeds sprout (germinate), then seedlings grow into adult plants with leaves and flowers. If the flowers are pollinated, seeds develop that will grow into new plants to continue the life cycle. 1. Use senses and simple tools to observe and describe the roots, stems, leaves, flowers and seeds of various plants (including trees, vegetables and grass.) A19. Describe the life cycles of flowering plants as they grow from seeds, proceed through maturation and produce new seeds. 2. Roots, stems, leaves, flowers and seeds are structures that develop during different stages of the plant s life cycle. 3. Seeds contain the beginnings of a new plant (embryo) and the food (energy source) the new plant needs to grow until it is mature enough to produce its own food. Different plant varieties produce seeds of different size, color and shape. 4. Environmental conditions, such as temperature, amount of light, amount of water and type of soil, affect seed germination and plant development. 5. A plant s seed will grow into a new plant that resembles but is not identical to the parent plant or to other new plants. For example, marigold plants produce marigold seeds that grow into new marigold plants. Individual marigolds, however, vary in height, number of leaves, etc. 2. Use magnifiers to observe and diagram the parts of a flower. 3. Describe the functions of roots, stems, leaves, flowers and seeds in completing a plant s life cycle. 4. Record observations and make conclusions about the sequence of stages in a flowering plant s life cycle. 5. Compare and contrast how seeds of different plants are adapted for dispersal by water, wind or animals. 6. Conduct a fair test to explore factors that affect seed germination and plant growth. A20. Explore and describe the effects of light and water on seed germination and plant growth. 6. Seedlings are young plants that produce the structures that will be needed by the plant to survive in its environment: Roots and leaves begin to grow and take in nutrients, water and air; and the stem starts to grow towards sunlight. 7. Adult plants form more leaves that help the plant collect sunlight and air to make its food. They produce flowers that are the structures responsible for reproduction. 8. Flowers have structures that produce pollen, attract pollinators and produce seeds that can grow into new plants. Some flowers have structures that develop into fruits, berries or nuts that contain the seeds that can 250 Columbus Blvd. Hartford, CT Version

25 grow into new plants. 9. Some seeds fall to the ground and germinate close to the parent plant; other seeds are carried (dispersed) by wind, animals, or water to places far away. The structure of the seed is related to the way it is dispersed. KEY CONCEPT WORDS: life cycle, structures (body parts), seed, germinate, reproduce, flower, pollen, pollinator, seed dispersal 250 Columbus Blvd. Hartford, CT Version

26 Teacher Trail Guides Trail Guide Rooftop Garden: 2.2 Plants Visit the Rooftop Garden 6 th floor Take a minute to look around at the plants. How many different kinds of plants can you count? Can you find two plants that look like the same plant, but are different in their own ways? How are they different? Teacher notes: Plants have different needs for successful growth. In general, plants that look alike have similar needs for sunlight, soil nutrients and water. GLC #4 250 Columbus Blvd. Hartford, CT Version

27 Trail Guide Rooftop Garden: 2.2 Plants Visit the Rooftop Garden 6 th floor Take a minute to look around at the plants. Pick one plant and draw it below. Make sure to label what you think may be the leaves, the stem and any other parts that you see. Teacher Notes: Student drawings should include as much detail as possible including labels. GLE #1 & Columbus Blvd. Hartford, CT Version

28 Trail Guide Rooftop Garden: 2.2 Plants Visit the Rooftop Garden 6 th floor See if you can locate any seeds in the garden If you found some draw what they look like below. Can you find any seeds on the ground? If so, which plant do you think they came from and how do you think they got there? Teachers Notes: Most plants reproduce using seeds which vary in appearance and method of dispersal. GLC #9 250 Columbus Blvd. Hartford, CT Version

29 Trail Guide Rooftop Garden: 2.2 Plants Visit the Rooftop Garden 6 th floor Take a minute to look around at the plants. Find one plant that is very small and one plant that is very big. Other than size, how do these plants look different? Do you think that both plants are adult plants? Why or why not? Teacher Notes: Adult plants have more leaves used to collect sunlight. They also can develop larger stems to help support the growth of the plant. GLC #7 250 Columbus Blvd. Hartford, CT Version

30 Trail Guide Overlook Balcony: 2.2 Plants Visit the River of Life Gallery 6 th Floor South Go to the Overlook Balcony Looking out into the distance What kind of plants do you see? Why do you think you are only seeing this type of plant? Teacher Notes: Adult trees are blocking the view of other, smaller trees off in the distance. GLC #7 250 Columbus Blvd. Hartford, CT Version

31 Trail Guide River of Life Aquariums: 2.2 Plants Visit the River of Life Gallery 6 th Floor South Take a minute to observe the plants in the aquariums. How do these plants look different than ones that are not under water? Pick one and draw it below. Make sure to label what you think may be the leaves, the stem and any other parts that you see. Teacher Notes: Making observations about different kinds of plants shows that all plants have roots, stems, leaves etc. but their shapes and structures vary greatly. GLC #1 250 Columbus Blvd. Hartford, CT Version

32 Student Trail Guides Trail Guide Rooftop Garden: 2.2 Plants Visit the Rooftop Garden 6 th floor Take a minute to look around at the plants. How many different kinds of plants can you count? Can you find two plants that look like the same plant, but are different in their own ways? How are they different? 250 Columbus Blvd. Hartford, CT Version

33 Trail Guide Rooftop Garden: 2.2 Plants Visit the Rooftop Garden 6 th floor Take a minute to look around at the plants. Pick one plant and draw it below. Make sure to label what you think may be the leaves, the stem and any other parts that you see. 250 Columbus Blvd. Hartford, CT Version

34 Trail Guide Rooftop Garden: 2.2 Plants Visit the Rooftop Garden 6 th floor See if you can locate any seeds in the garden If you found some draw what they look like below. Can you find any seeds on the ground? If so, which plant do you think they came from and how do you think they got there? 250 Columbus Blvd. Hartford, CT Version

35 Trail Guide Rooftop Garden: 2.2 Plants Visit the Rooftop Garden 6 th floor Take a minute to look around at the plants. Find one plant that is very small and one plant that is very big. Other than size, how do these plants look different? Do you think that both plants are adult plants? Why or why not? 250 Columbus Blvd. Hartford, CT Version

36 Trail Guide Overlook Balcony: 2.2 Plants Visit the River of Life Gallery 6 th Floor South Go to the Overlook Balcony Looking out into the distance What kind of plants do you see? Why do you think you are only seeing this type of plant? 250 Columbus Blvd. Hartford, CT Version

37 Trail Guide River of Life Aquariums: 2.2 Plants Visit the River of Life Gallery 6 th Floor South Take a minute to observe the plants in the aquariums. How do these plants look different than ones that are not under water? Pick one and draw it below. Make sure to label what you think may be the leaves, the stem and any other parts that you see. 250 Columbus Blvd. Hartford, CT Version

38 250 Columbus Blvd. Hartford, CT Version

39 Post-Visit Activities Now that you have returned from your visit to the Connecticut Science Center, your class has many questions to explore. The following activities have been designed for you to use with your students to help them with their investigations. The children could also investigate their questions independent of these activities. Select the post activities that best help your students investigate their questions. The following highlighted GLE s and GLC s are covered in this section: Structure and Function How are organisms structured to ensure efficiency and survival? GRADE PLANTS CHANGE THEIR FORMS AS PART OF THEIR LIFE CYCLES. Core Science Curriculum Framework Underlying Concepts Students should understand that Grade-Level Expectations Students should be able to CMT Expected Performances 2.2.a. The life cycles of flowering plants include seed germination, growth, flowering, pollination and seed dispersal. 1. Flowering plants progress through a sequenced life cycle. First, seeds sprout (germinate), then seedlings grow into adult plants with leaves and flowers. If the flowers are pollinated, seeds develop that will grow into new plants to continue the life cycle. 2. Roots, stems, leaves, flowers and seeds are structures that develop during different stages of the plant s life cycle. 1. Use senses and simple tools to observe and describe the roots, stems, leaves, flowers and seeds of various plants (including trees, vegetables and grass.) 2. Use magnifiers to observe and diagram the parts of a flower. A19. Describe the life cycles of flowering plants as they grow from seeds, proceed through maturation and produce new seeds. A20. Explore and describe the effects of light and water on seed germination and plant growth. 3. Seeds contain the beginnings of a new plant (embryo) and the food (energy source) the new plant needs to grow until it is mature enough to produce its own food. Different plant varieties produce seeds of different size, color and shape. 4. Environmental conditions, such as temperature, amount of light, amount of water and type of soil, affect seed germination and plant development. 5. A plant s seed will grow into a new plant that resembles but is not identical to the parent plant or to other new plants. For example, marigold plants produce marigold seeds that grow into new marigold plants. Individual marigolds, however, vary in height, number of leaves, etc. 3. Describe the functions of roots, stems, leaves, flowers and seeds in completing a plant s life cycle. 4. Record observations and make conclusions about the sequence of stages in a flowering plant s life cycle. 5. Compare and contrast how seeds of different plants are adapted for dispersal by water, wind or animals. 6. Conduct a fair test to explore factors that affect seed germination and plant growth. 6. Seedlings are young plants that produce the structures that will be needed by the plant to survive in its environment: Roots and leaves begin to grow and take in nutrients, water and air; and the stem starts to grow towards sunlight. 7. Adult plants form more leaves that help the plant collect sunlight and air to make its food. They produce flowers that are the structures responsible for reproduction. 8. Flowers have structures that produce pollen, attract pollinators and produce seeds that can grow into new plants. Some flowers have structures that develop into fruits, berries 250 Columbus Blvd. Hartford, CT Version

40 or nuts that contain the seeds that can grow into new plants. 9. Some seeds fall to the ground and germinate close to the parent plant; other seeds are carried (dispersed) by wind, animals, or water to places far away. The structure of the seed is related to the way it is dispersed. KEY CONCEPT WORDS: life cycle, structures (body parts), seed, germinate, reproduce, flower, pollen, pollinator, seed dispersal 250 Columbus Blvd. Hartford, CT Version

41 Post Visit Activity Activity Purpose The students will use an investigation to determine the effects of light and water on seed germination and plant growth. Materials: 4 O Clock Seed Kits Paper/tape for labels Water Small cups for planting Procedures 1. Students are asked how they might determine how sunlight and water plays a role in plant growth. Turn and talk with neighbor 2. Ideas are captured on the board. 3. A discussion is led to try and determine what areas of the classroom may have different effects on sunlight. Turn and talk where students may want to place the different plants for their investigation 4. A discussion is led to try and determine how much water should be varied during the investigation. Turn and talk 5. If not brought up by now, an open discussion on controls is brought up. 6. Now students actively split up the seeds and plant them. 7. Seeds are arranged around the room. 8. Each week (sooner for growth spurts) students use simple measuring tools to diagram the plant in the stage that it is in. 250 Columbus Blvd. Hartford, CT Version

42 The Problem Engineering Challenge While the population of humans on the planet earth continues to grow, the amount of viable soil to farm seems to shrink every day. Also, the resources on our planet are not being recycled in an efficient way and we are left with landfills taking up valuable farm space. Scientists are looking for a way to recycle goods in smart ways, and are even getting creative to build vertical farms. The Challenge Using the recycled containers that your class collects, try to design a system that will grow your seeds in the best way possible. Research Students are given varying seeds and make observations of the seeds and also of the properties of the different containers available. Design Students design a plan to incorporate their seed into the container and what kind of soil will be used, and how much water to provide. Build Model Students build their model. Testing Students test their model design, collecting data/drawing their plant to analyze the success of their model. Data Analysis Students interpret how successful their design was. Redesign/Model Revision Using the testing results that have been analyzed, students will redesign their model to improve the behavior of their model design. Retesting After the model revision, students begin another test of their model. 250 Columbus Blvd. Hartford, CT Version

43 Data Analysis Students interpret how successful their design was. Communicate Results Students now share their results with one another. They also communicate well for them and what did not work so well and how their redesign worked compared to the original. Students also compare their results to different systems. 250 Columbus Blvd. Hartford, CT Version

44 Professional Development Opportunities Field Trip Professional Development Workshop Come be a student for a day! Prior to bringing your class to the CT Science Center, you are encouraged to spend time at the Center and explore the exhibits and programs available to you and your students by participating in our two day Field Trip Professional Development Workshop. 250 Columbus Blvd. Hartford, CT Version

45 Websites for Teachers Site Name: Wisconsin Fast Plant Web Site Site Address: This incredible web site is packed with everything you would ever want to know about growing Wisconsin Fast Plants and includes lots of close-up photos during different growth stages. Site Name: Troubleshooting Guide for Growing WFP Site Address: Having problems growing Wisconsin Fast Plants? This is the best place online to get information and help. Site Name: Carolina Biological Fast Plants Site Address: This is another valuable resource for growing Fast Plants. Site Name: Keystone Science Network Site Address: This web site features resources for the Plant Growth and Development kit. Site Name: Arizona State University Links, What is Photosynthesis? Site Address: Although seemingly simple in concept, the photosynthesis process is very complicated. Follow the links to articles on this page that discuss photosynthesis at varying degrees of complexity from elementary to college level. Also, jump to I Didn't Know That!, a collection of brief factoids with links to more information. 250 Columbus Blvd. Hartford, CT Version

46 Literature Links TITLE AUTHOR(S) ISBN PUBLISHER *How resource has been used in the unit ScienceSaurus A Student Handbook ISBN Great Source Education The ScienceSaurus handbook is an essential science companion for students in grades 3, 4 and 5. This comprehensive reference is aligned with the National Science Education Standards and covers all the major strands of science. *Use this book throughout the unit as a resource and for teaching extensions that meet the GLEs. How a Plant Grows Bobbie Kalman ISBN Crabtree Publishing Company (December, 1996) Abridged From School Library Journal: Grade 3-5. This book focuses on green plants, describing their structure; photosynthesis; pollination; propagation of a few non seed-bearing plants; characteristics of carnivorous varieties; and the importance of plants in the food chain. *Use this book throughout the unit as a resource and for teaching extensions that meet the GLEs. The Bee (Life Cycles) Sabrina Crewe ISBN Steck-Vaughn (January, 1997) Abridged From School Library Journal: K-Gr 3. This book takes a look at honey bees. The writing is clear and accurate with unfamiliar terms appearing in bold print. This book devotes a two-page spread to the bee's anatomy and physical features. *Use this book when students begin to focus their learning on bees and cross pollinating their plants (lessons 8, 9, 10, 11). 250 Columbus Blvd. Hartford, CT Version

47 Honeybees All Aboard Reading: Level 2 (Paperback) Joyce Milton ISBN Grosset & Dunlap (March, 2003) Abridged From Booklist: Gr From the All Aboard Science Reader series, this easy-to-read volume explains topics such as how the bees divide their communal work, the ways in which they are well adapted to their tasks, bee growth and development, and honey production. *Use this book when students begin to focus their learning on bees and cross pollinating their plants (lessons 8, 9, 10, 11). The Magic School Bus Inside a Beehive Gibbons, Gail ISBN Holiday House This book makes a good read aloud with clear, labeled diagrams discussing plant growth. It can be used in lessons 3 and 6 The Magic School Bus Plants a Seed Joanna Cole, Bruce Degen ISBN Scholastic Press (January 1, 1998) Abridged From Booklist: Gr. 3-5, younger for reading aloud. When Ms. Frizzle's students board the magic school bus for a class trip to a beekeeper, the bus turns into a beehive and the children morph into bees. In a hive, Ms. Frizzle explains bee communication, hive making, honey production, social structure, mating, development, and metamorphosis. *Use this book when students begin to focus their learning on bees and cross pollinating their plants (lessons 8, 9, 10, 11). The Magic School Joanna Cole, ISBN Scholastic Ms. Frizzle's class is growing a 250 Columbus Blvd. Hartford, CT Version

48 Bus Plants Seeds: A Book About How Living Things Grow John Speirs Paperbacks (February 1, 1995) beautiful garden. But Phoebe's plot is empty her flowers are back at her old school! So, the class climbs aboard the Magic School Bus. And, of course, the kids don't only go back to Phoebe's school, but they go inside one of Phoebe's flowers! Follow the kids' adventure and learn how living things grow. *Use this book throughout the unit. 250 Columbus Blvd. Hartford, CT Version