1 The Seed Challenge How Many Seeds Can You Get from a Single Seed? Grade Level: K-4 Catalog Number: Time to pollinate the flowers Time to harvest the seeds True leaves grow Day 3 Day 7 Day 14 Day 16 Day 20 Day 40 Seeds germinate Seed pods grow Flowers begin to bloom and the plant grows taller
2 Table of Contents Introduction How many seeds can you get from a single seed?... 3 Objectives... 3 Materials List... 4 Getting Started... 5 Calendar... 6 Drawings of Plants during the Life Cycle... 8 Student Plant Journals The Seed Challenge Activity Planting Seeds (Day 0) Germination (Days 1-4) Growth and Development (Days 5-12) Flowering, Pollination, and Fertilization( Days 13-18) Seed Development (Days 19-40) Supplemental Materials Word Match Word Bank Seed Sponge Germination Life Cycle Graph Culminating Activities Glossary Other Wisconsin Fast Plants TM Materials The Seed Challenge was designed in collaboration with K-8 teachers and the Wisconsin Fast Plants Program at the University of Wisconsin - Madison. Acknowledgements: Deb Spencley (Verona School District, Wisconsin), Julie Walworth, (Minneapolis School District, Minnesota), and Becky Rosenberg (Madison Metropolitan School District, Wisconsin); Dan Lauffer, Paul H. Williams, and Coe Williams (Wisconsin Fast Plants Program); Lisa Darmo and Kathy Douglas (Carolina Biological Supply Company). Written by Sarah Lauffer and illustrated by Amy Kelley. For more information about Wisconsin Fast Plants TM, go to or by Tetrad Inc., Madison, WI, and Carolina Biological Supply Company, Burlington, NC
3 How many seeds can you get from a single seed? Is this a riddle? Yes...and the answer lies at the end of the life cycle of Wisconsin Fast Plants TM! Wisconsin Fast Plants TM are easy to grow, and their small size makes them perfect for a classroom bustling with kids. With this kit, an entire classroom of students can grow plants through a complete life cycle, in just over 40 days. Wisconsin Fast Plants TM are Brassica rapa, a member of the crucifer family. They are closely related to broccoli, cabbage, canola, chinese cabbage, turnips, and many other foods you can find at the market. In The Seed Challenge, students tend their own plants through an entire life cycle. They are responsible for recording the many changes that they witness, using words, drawings, or measurements. From their own observations, students ask questions about what plants need to stay healthy and produce seeds. As each day passes, students get closer to an answer to the riddle: How many seeds can you get from a single seed? And the best part...the new seeds can be used to plant more generations of Wisconsin Fast Plants TM, over and over again! What will these seeds become? Life Science Standards and the Objectives of the Seed Challenge Activity K-4 Life Science Standards Characteristics of organisms Life cycles of organisms Organisms and environment At the end of this activity, students will be able to: Explain how plants grow and reproduce (how they change over time) Identify the parts of a plant Describe stages in the life cycle of a plant Recognize what plants need to grow
4 Materials List The following materials are included with The Seed Challenge Kit: Growing System Assembly Written Materials The Seed Challenge Book Wisconsin Fast Plants TM Growing Instructions Growing Materials 8 Growing Systems Each growing system includes: 1 lid 1 circular watermat 1 long watermat wick 1 small container 1 large reservoir 4 pots 4 small blue watermat wicks Potting Mix Fertilizer Stakes and ties Labels Bees (dehydrated) Wisconsin Fast Plants TM Standard Seeds Materials that you may need to supply or order separately Plant Light House or Plant Light Bank (Purchase through Carolina Biological Supply Company, Catalog Number or ) or make your own (see for instructions).
5 Getting Started One day before starting: Read through the Wisconsin Fast Plants TM Growing Instructions. The Growing Instructions describe how to plant seeds, tend plants, pollinate flowers, and harvest seeds. The icon (at right) will remind you to refer to them frequently throughout the activity. Refer to Growing Instructions Assemble a lighting system (a Plant Light House or a Plant Light Bank). Plan to leave it on 24 hours a day throughout the entire life cycle. See Growing Instructions for details. Set up to plant seeds. There are enough materials for 4 groups of 2-4 students. Each group will share one reservoir of 4 pots, with 2-3 plants per pot. Successful Wisconsin Fast Plants TM require continuous water, fertilizer, and fluorescent light, 24 hours a day. The optimal temperature is F (18 26 C). Plant Light House Plant Light Bank? Need a quick refresher on your plant biology? The Seed Challenge includes a synopsis of plant biology at each stage of the life cycle. Look for the title What s Happening?
7 Friday Sat. Sun Thin plants Key Tend Plants Check Nutrient Solution Cut off unpollinated buds Observe and Measure Plants Time This investigation spans the entire life cycle of the plants (about 44 days, with proper care). It is recommended that you begin this activity on a Monday. Plan on a full class for planting seeds, pollinating flowers, terminating buds, and harvesting seeds. All other observation or plant care days require minutes.
8 Stages in the Life Cycle of Wisconsin Fast Plants TM 24 hours hours hours Day 4-5 Day 7 Day 9
9 Stages in the Life Cycle of Wisconsin Fast Plants TM Day 11 Day 13
10 Stages in the Life Cycle of Wisconsin Fast Plants TM Day 18 Day 28
11 Student Plant Journals With guided phrases and observation cues, the student Plant Journals are designed to help young children hone their skills in observation, questioning, and journaling. The large, blank spaces encourage students to draw pictures, record measurements, and write observations, questions, and hypotheses. On each day that students observe or tend their plants, they should record their plants growth and their own actions on a new Plant Journal sheet. Over the course of the life cycle, they will create their own journal of their plants growth. On the back of each page, students can write poems, glue pictures, or tape pressed plants to help them remember their plants at each stage. At the end of the activity, have students make a Life Cycle Log that binds all their Plant Journal pages together as a journal, so they can see how their plants grew. The Plant Journal pages prompt students to: 1. Write their name and identify the date/day. Two Plant Journal Pag ages: 2. Make observations about their plants growth Grades K-2-2 and development: Grades 3-4 Draw pictures of their seeds or plants (large box) Count how many units (centimeters, inches, or other measurement) tall their plants are, then color the same number of boxes (tower of boxes on the right) Use words to describe their seeds or plants ( The is. and Today, I my plant. ) 3. Ask questions and make predictions, based on their observations: Wonder how and why the plants will grow and produce seeds ( I think... and I wonder... ) Predict how many seeds their plants will produce. 4. Gather evidence that will help them answer their questions and predictions.
12 Plant Journal (K-2) Date Name: Monday Tuesday Wednesday Thursday Friday Draw your plant here. The is. I think my plant will have this many seeds:
13 Plant Journal (3-5) Name: 5 Draw Your Plant Here 1 Your Plant s Age Planting Date (Day 0): Today s Date: My plant is days old. 2 Measurements My plant is cm tall. 3 Tending Plants Fill in the blank with a phrase from the Word Bank: Today, I my plant. 4 Questions I wonder?
14 Day 0 Planting Seeds What s Happening? A seed contains a tiny, new plant. The outside of the seed is called the seed coat. Inside the seed is an embryo (baby plant). A seed can remain quiescent (sleeping) for years, as long as it stays dry and cool. When it gets wet and warm, the seed expands until the seed coat cracks, and the tiny plant begins to grow. Environmental Matters Seeds need water, air, and warmth to germinate. Plants need water, air, warmth, nutrition, light, and space to grow. Quick Activity Name 3 types of seeds that you can eat. Seed Cafe Peanuts Beans Sprouts
15 Day 0 Activities and Investigations Plant Journals Draw and color a seed (K-4). Measure the seed (3-4) or compare its size to another type of seed (K-2). Complete the prompted sentences (K-4) and word bank matches (3-4). Plant Journal Action Plant seeds according to the Growing Instructions. Each group (2-4 students) should plant 3-4 seeds in 1 pot. Refer to Growing Instructions Some Discussion Ideas... Where do seeds come from? What can this seed become? What s inside the seed? What does this seed need to grow? Are seeds alive? Extension Learn about variation! Each seed is different, and each plant will be different, just like every person is different. Measure the height of each student in the class. Is everyone the same height? Will all your plants be the same height? Are all your seeds the same size?
16 Days 1-4 Germination What s Happening? Under the soil, the tiny seeds will germinate a day or two after planting. During germination, the seed takes up water and swells until its seed coat cracks. The root comes out first, then the stem and two seed leaves appear. Watch the top of the soil each day. By day 2 or 3, each new seedling should push through the soil. seed leaf true leaf Why do we thin the plants? DAY 4 stem Plants need space to grow. Easy Activity Seed Sponge Germination Cut a sponge into a seedling shape, then watch it germinate in water! (See page 27 for details.)
17 Day 4 Activities and Investigations Plant Journals Draw and color your seedling (K-4). Measure how tall your plant is. Fill in the same number of boxes on the growth chart (K-4), or record the number (3-4). Complete the prompted sentences (K-4) and word bank matches (3-4). Plant Journal Action Snip off all but two plants per pot. This is called thinning. Check the nutrient solution. Refer to Growing Instructions Some Discussion Ideas... What came out of each seed? How many days did it take for the seedlings to push through the top of the soil? Did all the seeds germinate? What is germination? Extension Compare germination of different seeds! Try beans, peas, alfalfa sprouts, corn, sunflowers, or any other seed you can find. Place a few seeds in a plastic bag with a moist paper towel, then tape the bag to a window or to the inside of your plant light house. In a few days, the seeds will take up water and begin to germinate. Do they all look the same when they are seeds, or when they are sprouts? Did they all germinate on the same day?
18 Days 5-12 Growth and Development What s Happening? Plants grow new parts, and the parts grow bigger. Above ground, new stems, leaves, and flowers originate at a point at the very top of the plant, called the growth tip. Each part emerges gradually, then grows larger and the growth is measurable from day to day. The stem elongates at the internodes, which is the space between the nodes (where the leaves attach). This allows the plant to grow taller and spread out the leaves and flowers so they are in the best position to do their jobs. Stems also allow food, water, and minerals to move throughout the plant. Leaves contain many pores (called stomata) on their surfaces, which allow the plant to breathe by uptaking carbon dioxide (CO 2 ) from the air, and expelling oxygen. A green pigment, called chlorophyll, makes the leaves appear green and captures energy from light. When carbon dioxide and water are combined in the presence of light, the plant makes its own food, called carbohydrates (or sugar). This amazing process is called photosynthesis. Where does the water come from? Under the soil, the root is growing downward. Roots anchor the plants into the soil so they don t blow or wash away. The root hairs absorb water and minerals from the surrounding soil and bring them to the rest of the plant. Most of the water is not used for photosynthesis, however; it is used to cool the plant down as it evaporates from the leaves. flower bud leaf growth tip node internode DAY 7 DAY 11
19 Days 7 and 11 Activities and Investigations Plant Journal Plant Journals Draw and color your plant (K-4). Measure the height of your plant. Fill in the same number of boxes on the growth chart (K-4), or record the number (3-4). Complete the prompted sentences (K-4) and word bank matches (3-4). Action Check the nutrient solution more often. Lower the plants frequently so the plants are always 10 cm below the light. Refer to Growing Instructions Some Discussion Ideas... Find the growth tip. What plant parts come from it? What will the flower buds become? Why are the plants using so much more water? Extension Experiment with the Environment! What would happen if you stopped watering your plants? What if they were in the dark? What if you fed them salt water instead of fertilizer in the water? As a class, design an experiment that will test one environmental factor (such as water vs. no water, light vs. dark, or salt vs. fertilizer). Then, change that factor for half the plants in the classroom for the rest of the life cycle. For comparison, keep growing the other half of the plants without any changes. Predict which set of plants will grow the most seeds...then wait and see! Plants use a lot more water as they grow taller. If your plants seem to be growing more slowly than expected, refer to the Growing Instructions for tips.
20 What s Happening? Days Flowering, Pollination, and Fertilization The flowers bloom. At the growth tip, new flower buds begin to appear. Each bud is protected by four green sepals. Once a flower opens, the sepals are hidden beneath four bright yellow petals. The flower s center holds a single pistil, which is the female part of the flower. The pistil is surrounded by six yellow stamens, which are the male parts of the flower. Each stamen is covered with lots of powdery, yellow pollen. The bright yellow petals may catch your eye and the eye of insects. The petals form a beacon that lets insects know that there is food available. What food? Hidden deep inside the flowers are nectaries, which produce nectar. Nectar is a sweet, sugar-rich substance that insects love to eat. That s why bees and butterflies are attracted to flowers they re hungry! In exchange for food, insects pollinate flowers. When an insect moves from flower to flower looking for nectar, pollen from each flower gets caught in the insect s body hairs and is transferred to other flowers. After pollen has landed on the tip of another flower s pistil, it grows a tube down into the pistil, where the eggs are housed. Sperm (from inside the pollen) are then able move down the tube until they reach the eggs and fertilize them. The fertilized eggs then become new seeds. DAY 15 bud Flower flower 1 pistil 4 petals 6 stamens 4 sepals
21 Days 15, 17, and 18 Activities and Investigations Plant Journal Plant Journals Draw and color your plant (K-4). Measure the height of your plant. Fill in the same number of boxes on the growth chart (K-5), or record the number (3-4). Complete the prompted sentences (K-4) and word bank matches (3-4). Action When the flowers begin to open, make one beestick per group. Days 15 and 17: Pollinate the flowers each day. Make sure that each bee visits several plants and picks up lots of dusty pollen then comes back to the first plant so every flower gets pollen from other plants each day. Day 18: After the final pollination, pinch off the remaining unopened flower buds. Do not pinch off any flowers that were pollinated! Refer to Growing Instructions Extension Flowers in Bloom! Some Discussion Ideas... If you were a bee, why would you want to land on a flower? If you were a flower, why would you want a bee to land on you? Name a flower that is important to you, and say why. Observe a flower with a hand lens, then draw it on a new worksheet. Carefully dissect a flower with a tweezers and place each part on a strip of double-stick tape on your worksheet. When done, cover it with another piece of tape to protect it. Identify and count the parts. In order to produce seeds, each flower must receive pollen from a different plant. Pollen from a plant will not fertilize its own eggs. So make sure that your beestick visits lots of plants!
22 Days Seed Development What s Happening? As the fertilized eggs grow into seeds, the outside of the pistil swells to become the seed pod (or fruit) that encases several seeds. The seed pod grows longer and fatter as the seeds ripen inside. Meanwhile, the leaves and flowers slowly wilt and fall off, one by one. After the seeds have dried out completely, they are ready to be planted or stored. Inside each seed is a tiny embryo, waiting for water and warmth so it can germinate into a new plant, and another life cycle can begin. Day 44 Who are the parents? seed pod seeds The plant where the seeds and pods grow is the mother plant. Each of the mother s eggs was fertilized by a pollen grain that came from a different plant the father plant. The fertilized eggs develop into seeds, each of which may or may not have a different father. Mama!
23 Days 25, 32, 37, and 44 Activities and Investigations Plant Journals Draw and color your plant (K-4). Measure the height of your plant. Fill in the same number of boxes on the growth chart (K-4), or record the number (3-4). Complete the prompted sentences (K-4) and word bank matches (3-4). Guess how many seeds did your plant produce? Although it is can be emotional to see the plants die, the harvest brings to life a new generation of seeds... and begin to the answer to the Seed Challenge! Plant Journal Action Days 25 and 32: Check the nutrient solution. Day 37: Stop watering the plants 20 days after pinching off the flower buds. Day 44: One week after you stop watering, the plants will become brown and crispy. Harvest the seeds by gently cutting the seed pods off the plant. Carefully open the seed pods over a tray, or make a tape envelope (see below right). Plant the seeds or store them in a cool, dry place for another life cycle investigation! Refer to Growing Instructions Some Discussion Ideas... All the seeds harvested from one plant have the same mother. But who was the father? (Hint: Where did the pollen come from?) What can these seeds become? Easy Activity: Tape Envelope Place a seed pod between two pieces of clear tape. Fold back the ends to make two tabs. Crush the pods inside the tape envelope. Pull the tabs to open the envelope and collect the seeds. tab tape pod
24 Word Match Directions 1. Cut the words out on the lines. 2. Match each word with its meaning. 3. Glue the words to your picture on the Plant Journal Pages. seed seed leaves stem leaf root growth tip flower It has a baby plant inside that grows into a big plant. The tiny leaves that come out of a seed. The part of a plant that holds the leaves and flowers. The part of the plant that collects sunlight. The underground part that absorbs water & minerals from soil. The top part of a plant where new leaves and flowers appear. The reproductive part of the plant that attracts bees and butterflies.
25 flower bud An unopened flower. pistil stamens petals sepals pollen The flower part that has the eggs. The six flower parts that produce the pollen. The four flower parts that are yellow. The four flower parts that are under the petals. The yellow, powdery stuff on the stamens. seed pod It has seeds inside it.
26 Word Bank Directions Use the following phrases to complete the sentence on your Plant Journal pages: Today, I my plant. removed the extra plants to make room for harvested seeds from watered pollinated the flowers on planted seeds of stopped watering pinched the buds off fertilized
27 Seed Sponge Germination Directions 1. Cut the pattern (Figure A) out of a thin household sponge. 2. Cut the seed leaves in half, lengthwise to form two seed leaves (Figure B). 3. Thoroughly wet the sponge and roll it into a ball, with the root inside the seed leaves. 4. Wrap it tightly with a piece of string and let it dry for a few days (Figure C). 5. Once dry, remove the string, and wrap the seed with one layer of tissue to simulate a seed coat. Secure the tissue with a tiny piece of tape. 6. Toss the seed into a large bowl of water, and watch it germinate! Figure A Figure C
28 Life Cycle Graph Name: Graph Title: Planting Date (Day 0) Plant Height (in cm) Day
29 Culminating Activities 1 Create a Life Cycle Log (Grades K-4) Have students make a cover for their Life Cycle Log with a picture, poem, or drawing about their plants. Put all their Plant Journal pages in order with the cover on top, then punch them with a 3-hole punch. Tie them together with yarn or string. Do they remember how their plants grew? Share them with each other and talk about the differences and similarities. 2 Life Cycle Pictures Cut & Color (Grades K-2) Instead of drawing plants on their Plant Journal pages, have younger students cut and color pictures. Make one copy per student of the Stages in the Life Cycle of Wisconsin Fast Plants TM pages and Word Match pages and cut them apart. Let students color the picture that looks most like their plant on each observation day, and choose the words that go with the picture. Have them paste the picture and words on their Plant Journal pages. Sequence of Events (Grades 3-4) Make one copy per student group of the Stages in the Life Cycle of Wisconsin Fast Plants TM pages but cover up the words. Have students cut out each picture, and place them in the order that they occur during the life cycle. 3 Graphing (Grades 3-4) Make one copy per student of the Life Cycle Graph. Have students plot the height of their plants on each observation day, then connect the points. Do their graphs show a pattern? Try plotting other observations too, such as the number of leaves or flowers each day. 4 Word Match (Grades 3-4) Make one copy per student group of the Word Match pages. Cut out the words and their definitions, then have students match them.
30 Glossary Carbon dioxide... A gas from the air that is used by plants for photosynthesis; also known as CO 2. Chlorophyll... Green pigment in plants; see photosynthesis. Egg... Female gamete. Embryo... Young plant in a seed before germination. Fertilization... Union of egg and pollen to produce a new embryo. Flower... Reproductive part of a plant. Flower bud... Flower that has not yet opened. Fruit... What the pistil becomes after fertilization; seed pod. Germination... Beginning of growth by a seed. Growth tip... Tip of the plant where new leaves, stems, and flower buds form. Internode... Part of the stem between the nodes. Leaf... Green part of the plant that collects light and CO 2 for photosynthesis; green color comes from chlorophyll. Nectar... Sugar-rich food in flowers that insects and birds eat. Nectary... Tiny structure found deep within a flower that produces nectar. Node... Where the leaves and flowers attach to the stem. Petal... Flower part that is usually colored yellow in WFP. Photosynthesis... The process of converting CO 2 and water (in the presence of light and chlorophyll) into carbohydrates (sugar) and oxygen (that we breathe). Pistil... Female reproductive part of a flower. Pollen... Produced by stamens; contains the male gametes. Pollinate... Transfer pollen from one flower to another. Root... Underground part of the plant that absorbs and conducts water and minerals; anchors the plant in soil. Root hair... Tiny outgrowths of the root that absorb water and minerals from the soil. Seed... Part of a plant that will grow into a new plant under the right conditions. Seed coat... Outermost part of a seed. Seed leaves... First :leaves to germinate; also called cotyledons. Seed pod... Contains the seeds. Seedling... Young plant that grows from a seed. Sepal... Green part of the flower that encloses the flower bud. Stamen... Male reproductive part of a flower. Stem... Aboveground part of the plant that bears the leaves and flowers. Stomata... Pores in leaves that allow plants to uptake CO 2 and to expel oxygen and water. Thin... Remove extra plants.
31 Wisconsin Fast Plants TM Manuals and Resources Exploring with Wisconsin Fast Plants TM Catalog Number: Exploring is an elementary/middle school teacher resource manual. This fully indexed version includes: A multitude of activities throughout the plant life cycle A bonus section on Variation, Heredity, and Evolution Objective statements about how the activities address the National Science Standards Exploring is targeted to elementary grades, but its breadth and depth attracts high school teachers and college educators for pre-service training. Bottle Biology Catalog Number: Bottle Biology is designed for grades Developed by the Wisconsin Fast Plants Program, this innovative book is a perfect companion to Exploring. Bottle Biology is chock full of ideas for using plastic soda bottles and other recyclable materials to teach students about science and the environment. The low-cost projects promote science as a tool that anyone can use to explore the world. Each chapter contains background information, activities, teaching tips, and instructions. Spiraling through Life with Fast Plants Catalog Number: A Spiraling is an exciting, new, inquiry-based manual with over 25 explorations in germination, growth and development, flowering, pollination, fertilization, and embryo development. Geared for middle and high school, the activities can easily be adapted for K-6. The hand-drawn illustrations bring each topic to life.
32 Wisconsin Fast Plants TM Seed Stocks Available: Standard Purple Stem, Hairy Non-Purple Stem, Hairless Non-purple Stem, Yellow-Green Leaf Yellow-Green Leaf Petite Rosette-Dwarf Tall Plant Variegated F 1 and F 2 Genetic Stocks To order Wisconsin Fast Plants TM materials and seeds: Carolina Biological Supply Company, 2700 York Road, Burlington, NC Ordering info: Activity ideas:
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Water Cycle T ABLE OF CONTENTS ABOUT DELTA SCIENCE MODULES Program Introduction................... iii Teacher s Guide..................... iv Delta Science Readers............... vi Equipment and Materials
The Huntington Library, Art Collections, and Botanical Gardens How Sweet It Is: Enzyme Action in Seed Germination Overview This experiment is intended to familiarize students with the macromolecule starch,
Close Reading Read Aloud Text Title: From Seed to Pumpkin Author: Wendy Pfeffer Publisher: HarperCollins Publishers, Inc. ISBN: 0 06 445190 9 Learning Objectives: The goal of this lesson is to give the
Botanical Garden Programs: Discovering Plants I. Introduction Students will have an opportunity to examine a variety of fruit to discover that each has seeds. Even cotton and some vegetables are considered
Growing Peas and Lentils Key Growth Stages Kent McKay, NCREC Area Extension Agronomist Minot, ND Pea and Lentil Growth Stages Seed Germination considerations Growth and development Desiccating Considerations
Science Process: Observe and Measure / Life Science / Math: Measurement (Length), data Analysis (graphing) / reading: Sequencing / Listening / Writing / Visual Arts expression Background Buds are on the
reflect If you are cold, what can you do to get warm? You could put on a coat and hat. You can jump in place. These are ways you might react to the cold. Now think about a rock. What if a rock is somewhere
SCIENCE KEY STAGE 2 2003 TEST A LEVELS 3 5 PAGE 5 7 9 11 13 15 17 19 20 TOTAL MARKS TEST A First Name Last Name School INSTRUCTIONS Read this carefully. Answers This shows where you will need to put your
Name Section Lab 5 Photosynthesis, Respiration and Fermentation Plants are photosynthetic, which means that they produce their own food from atmospheric CO 2 using light energy from the sun. This process
Rain Forest Ecology National Science Education Standards Standard C: Life Sciences Populations and ecosystems. Standard C: Life Sciences Diversity and adaptation of organisms. Standard F: Science in Personal
4THE UNIVERSITY OF THE STATE OF NEW YORK GRADE 4 ELEMENTARY-LEVEL SCIENCE TEST WRITTEN TEST JUNE 6, 2011 Student Name School Name Print your name and the name of your school on the lines above. The test
Parts of a plant Teacher Guidance Growing seedlings Activity 1: Growing seedlings in the classroom (1) Resources Water t Film pots (film cans) with wick (e.g. from capillary matting or J-cloth) Seed compost
Name Period Concept 38.1 Flowers, double fertilization, and fruits are unique features of the angiosperm life cycle This may be a good time for you to go back to Chapter 29 and review alternation of generation
WHAT ARE THE DIFFERENCES BETWEEN VASCULAR AND NON- VASCULAR PLANTS? Let s take a closer look. What makes them different on the outside and inside? Learning Intentions To understand how vascular plant cells
LEARNING FROM LEAVES: A LOOK AT LEAF SIZE Grades 3 6 I. Introduction Plants, like all other living organisms have basic needs: a source of nutrition (food), water, space in which to live, air, and optimal
Light in the Greenhouse: How Much is Enough? by: James W. Brown http://www.cropking.com/articlelghe Most of us know that green plants need light for photosynthesis, growth, and development. As important
GRADE 5 SCIENCE INSTRUCTIONAL TASKS Photosynthesis Grade-Level Expectations The exercises in these instructional tasks address content related to the following grade-level expectations: SI-M-A5 Use evidence
Pre-Visit Activity #3 The Carbon Cycle Overview Objectives Subjects Earth has a fixed number of carbon atoms which circulate among air, plants, animals, soil, and minerals by way of the carbon cycle. This
Grade Two Pre-Visit Activities Let s Learn About Plants and Animals! i. Teacher Introduction ii. Standards Addressed iii. Pre-Visit Activities 1. Identifying Parts of a Plant 2. Plant a Seed 3. Life Cycles
Grade 3 Standard 2 Unit Test Environment Multiple Choice 1. Which list contains only nonliving things in an environment? A. snails, water, mushrooms B. soil, trees, worms C. sunlight, water, soil D. rocks,
Huntington Library, Art Collections, and Botanical Gardens Impressions of a Stoma Overview Students use two different methods to view stomata on the underside of leaves. Introduction Plants exchange the
ART SEED COLLAGES Materials Needed: Construction paper Glue Variety of seeds Preparation: Place seeds, glue and paper at the art table. Ask the children to make a seed collage. Show the children each of
SR1 Hypothesis: The plants will be taller and have more leaves if they have more room to grow because there will be more nutrients available to each plant. : 8 containers all the same size pea seeds, all
1 In nature there are living things and nonliving things. Living things depend on three basic life processes: nutrition, sensitivity and reproduction. Living things are made up of cells. 1. Match the two
Seed Respiration Science Grade 10-12 Lab Individual or teams of 2 DESCRIPTION Plants generate Oxygen, which is essential for humans to survive. However, plants also consume Oxygen during respiration. It
GROW SOMETHING RATIONALE FOR ADVENTURE In this adventure, Wolves will come to understand how plants grow and the importance of taking care of our natural resources and the environment. They will also learn
A RIF GUIDE FOR COMMUNITY COORDINATORS Before reading: Ask children what they had for lunch. After they respond, ask them to tell you where that food came from. If they answer from the grocery store, ask
Photosynthesis Light Energy transduction Chemical Energy (e.g. glucose) - Only photosynthetic organisms can do this (e.g. plants) - They are the ultimate source of chemical energy for all living organisms:
How do I go from this? The Science Fair Ge8ng Started to that? Science Fair: Overview Science Fair Notebook 1. Overview & Timeline 2. Topic Brainstorm 3. QuesIon 4. Background Research 5. Hypothesis 6.
How Does Your Garden Grow? Grade Level or Special Area: 2 nd Grade Written by: Tracey Foster and Lisa Hale, Grayhawk Elementary School, Scottsdale, Arizona Length of Unit: 12 Lessons I. ABSTRACT A. This
Focus Areas: Characteristics of Plants; Science Focus Skills: observing, identifying, drawing conclusions Dedicated to Reducing Pesticides Objectives To identify parts of a plant To recognize the importance
WHAT PLANTS NEED IN ORDER TO SURVIVE AND GROW: WATER Grades 3 6 I. Introduction Plants, like all other living organisms have basic needs: a source of nutrition (food), water, space in which to live, air,
Lapbooking through Plants 2 Lapbooking through Plants Second Edition 2014 Copyright @ Elemental Science, Inc. Email: firstname.lastname@example.org Digital Edition Cover Design by Paige Hudson Pictures by Paige
Do you remember planting your first seed? Or perhaps that magical moment when you first observed seedlings emerge from the ground in early spring? Starting seeds indoors with children is a wonderful opportunity