Where Plants and Animals Live

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1 Where Plants and Animals Live Bio-Tech Research & GLOBE Earth Science Field Study Program P Grade 3 Post P Visit Resource Activity Packet Howard B. Owens Science Center Spring 2015

2 Spring 2015 Dear Visiting Teacher and Students: It is hoped that you enjoyed your visit to the Howard B. Owens Science Center today for the 3 rd Grade - Where Plants and Animals Live: Bio-Tech Plant Research & Field Study Program. This Post-Visit Resource Packet contains a variety of suggested teacher facilitated, student led activities to apply and extend the skills learned at the science center back at school and home by having students design and conduct their own seed germination and bioassay plant experiments using the seeds you selected at the center. You are also encouraged to conduct your own School Biome Field Study using the same NASA /GLOBE techniques we used today in the Owens Field Study. Please do not hesitate to contact me at the Center with any questions you have and I would be most pleased to hear about YOUR Seed Experiments! The packet also contains a Post Program Evaluation. Thank you for taking time to complete and return the form to Owens. Your feedback is important to us in program design as well as in providing important documentation of the benefits of having a school system owned and operated Science Center to support classroom instruction. The staff of the Owens Science Center looks forward to your feedback and next visit! Sincerely, Sallie M. Smith Ms. Smith, Science Instructor BioTech Program Designer/Lead Howard B. Owens Science Center (301)

3 POST VISIT ACTIVITY #1: Creating Your Own Seed Germination/Growth Experiments Background: As plant researchers at the Science Center, you learned about different methods for germinating seeds, helping them to crack open, sprout and grow as well as the advantages of each method. You also learned how to set up a Bioassay Experiment to see if mystery solutions had any effect on the germination, growth and development of Dr. Paul Williams Brassica Rapa control and experimental Astro plants. At the end of class you were invited to take seeds with you to set up your own plant research studies. You have whole packet of seeds so you might want to run several experiments. Activity Description: Design your own seed/plant growth and development study. As in all science experiments, start with the question you want to answer. You have seeds, what would you like to find out? Once you have your question, what information do you need to answer your question? What kinds of experiments can you set-up to gather information? What materials do you need? What procedures will you follow? How will you monitor what s happening with your seeds and plants? How often will you monitor? How will you record your data about your observations? How will you analyze and share the results of your experiment with me and other people? Lots to think about before opening the packet of seeds. A good start would be to read the information on your seed packet and write down all the questions that come to mind. Talk to others and share your plan with your teacher for approval to proceed. 1

4 Name: Date: Creating Your Own Seed Germination/Growth Experiments Questions I have about my seeds after reading the seed packet: Ideas I have for conducting an experiment with my seeds: 2

5 PRE-VISIT ACTIVITY #2: Conducting Your Own School Field Study Background: During part two of the Where Plants and Animals Live program, you were taught how to conduct a field study, taking measurements and making observations walking from a marked off corner of a large square to a center flag. You stopped every 3 steps to observe and record information about the canopy tree cover, ground-cover, and took measurements of the Air Temperature, soil ph, moisture and wind speed. Your teams identified the names of trees based on leaf charts, soil types and identified animals in the Biome. GREAT Job! What is your school biome like? Activity Description: Apply what you have learned to conduct a Mini-Field Study of your school biome. What is the ground cover like at your school? What trees are there? What soils, plants and animals are living in your school biome? Remember to mark of a large square and have teams walk from the corners of your marked square to the center of your square, stopping along the route every three steps to make an observation and/or take measurements. Remember to record your data. If you take measurements during different times of the year or every month you can see if and how characteristics in your biome might change such as changes in seasonal temperature, rainfall, wind speed, canopy cover, plant life, grass growth and the migration or hibernation of animals. Scientists like to share their studies with others. I d love to hear about your school biome field study. Ms. Smith 3

6 PRE-VISIT ACTIVITY #3: Climate Matters Background: During your visit to the Science Center you learned that while plants and animals live all of the world, Climate the average temperature and average precipitation at a location determines what kinds of plants and animals can live there. As we discussed in Maryland we have four seasons. Winter, Spring, Summer and Fall. Generally, Maryland is hot in the Summer, cold in the Winter. Windy in March, Rainy in April. Maryland s climate is changing, receiving more precipitation than in past years. Changes in the climate is important as it affects the living things in the environment. Although, Climate is the long-term average temperature and average precipitation over many years, climate data is collected from taking local temperature and precipitation measurements. Activity Challenges: 1. Take a look at the climate data for Maryland and Prince George s County and summarize what has been happening. 4

7 2. Have there been any changes from our normal four season climate weather patterns? How does Prince George s County Climate compare with other parts of Maryland and the United States? What evidence do you have to support your statements? 3. Monitor the daily temperature and precipitation at your school until the end of the school year. Compare your data to measurements taken 10 years ago. 4. Have you noticed and new species plant or animals in your local biome? 5

8 Where Plants and Animals Live Special Bio-Tech Research Program Visiting Teacher Program Evaluation Form School Name: Program Instructor: Date of Your Visit: Grade Level of Visiting Students: Visiting Class Size: Please rate the outcomes and your experiences using a scale from a low of 1 to a high of 5. Please write N/A (Non-Applicable) for any activities not completed in the allotted time. Outcomes: The students in your class were able to: Rating 1-5 Compare/contrast compositions of sand, loam and clay soil samples. Identify requirements for seed germination. Explain functions of plant parts in the process of photosynthesis. Set-up and Conduct a Bioassay seed germination investigation. Monitor and chart the growth and development of Brassica rapa control & Experimental Astro seeds. Justify with supporting evidence which type of Brassica rapa plant is growing better. If there is time for a Field Study, identify environmental characteristics of the Owens Science Center s Deciduous Forest Biome based on field data. Experiences Rating 1-5 My class was greeted promptly by the instructor of this program. The lesson presented modeled 5E s format for delivery of science lessons. The majority of your students were involved throughout the lesson. I would recommend this program to other teachers. The Pre-Visit Materials posted on the Howard B. Owens site were helpful to my students. What instructional strategies observed during Where Plants and Animals Live program will be integrated into your classroom instruction? What new science/math content presented to the students will benefit you as a teacher? I rate this visit to the Howard B. Owens Science Center. Please provide any comments you would like the Program Administrator or teacher to have in the space below: 6

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