Plant Growth & Development
Lesson 12
Observing Pods
The flower petals will wither and fall off whether they have been pollinated or not. If the flower has been cross-pollinated, students will observe the pistil growing into a tiny string bean-like seed pod.
Students observe the development of the fertilized pods between Day 17 and Day 35. Students record their observations by drawing and labeling, writing, and graphing.
Objectives: Students observe the development of the fertilized pods between Day 17 and Day 35. Students record their observations by drawing and labeling, writing, and graphing.
4. Lesson set up and Management
GLE 1.2.1 Analyze how the parts of a system go together, and how these parts depend on each other.
(Lessons 1-14, 16)
*Identify the parts of a system (e.g., roots, stems, leaves, flowers, fruits, and seeds) and how the parts go together.
*Describe the function of a part of a system (e.g., leaves are the food factories of Wisconsin Fast Plants.)
*Explain how one part of a system depends upon other parts of the same system.
*Predict and explain how a system would work if one of its parts was missing or broken.
GLE 1.2.2 Understand that energy can be transformed from one object to another and can be transformed from one form of energy to another.
(Lessons 3-8, 10-12, 16)
*Identify sources of energy in systems (light energy is the source of energy in a plant system; food energy is the source of energy in an animal system).
GLE 1.2.7 Understand the life cycles of plants and animals, and the differences between inherited and acquired characteristics.
(Lessons 3-12, 16)
*Observe and describe the life cycle of a plant or animal (e.g., Wisconsin Fast Plant).
*Describe that the young of plants and animals grow to resemble their parents as they mature into adults (e.g., Wisconsin Fast Plants; bees).
*Describe inherited characteristics (e.g., leaf shape, flower shape and color).
GLE 1.3.8 Understand that living things need constant energy and matter.
(Lessons 3-12, 16 and EXTENSIONS: students also earn information from listed books, videos, web sites)
*Identify sources of energy and matter used by plants and animals to grow and sustain life (e.g., air, water, light, food, mineral nutrients).
*Identify sources of energy and matter used by animals to grow and sustain life (e.g., air, water, light, food, mineral nutrients).
*Explain how plants and animals obtain food (e.g., plants make food from air, water and sunlight, mineral nutrients; animals obtain food from other living things.)
GLE 2.1.1 Understand how to ask a question about objects, organisms, and events in the environment.
(Lessons 1-16)
*Ask questions about objects, organisms, and events based on observations of the natural world.
GLE 2.1.2 Understand how to plan and conduct simple investigations following all safety rules.
(Lessons 1-16)
*Make predictions of the results of an investigation (e.g., growth rate of the Wisconsin Fast Plant during the growth spurt).
* Generate a logical plan for, and conduct, a simple controlled investigation with the following attributes: 1) appropriate materials, tools, and available computer technology, 2) gather, record, and organize data using appropriate units, charts, and/or graphs
*Identify and use simple equipment and tools (such as magnifiers, rulers) to gather data and extend the senses.
*Follow all safety rules during investigations.
GLE 2.1.5 Understand how to report investigations and explanations of objects, events, systems, and processes.
(Lessons 1-16)
*Report observations or data of simple investigations without making inferences.
*Summarize an investigation by describing: -materials used in the investigation, -observations, data, results, -explanations and conclusions in written, mathematical, oral, and information technology presentation formats, -safety procedures used
GLE 2.2.1 Understand that all scientific observations are reported accurately and honestly even when the observations contradict expectations.
(Lessons 1-12, 15, 16)
*Explain why scientific observations are recorded accurately and honestly.
*Explain why scientific records of observations are not changed even when the records do not match initial expectations.
*Explain why honest acknowledgement of the contributions of others and information sources are necessary.
GLE 2.2.3 Understand why similar investigations may not produce similar results.
(Lessons 3-12, 15, 16)
*Describe reasons why two similar investigations can produce different results (e.g., identify possible sources of error, different rates of plant growth).
GLE 2.2.4 Understand how to make the results of scientific investigations reliable.
(Lessons 3-12, 15, 16)
*Describe how the method of investigation insures reliable results (i.e., reliability means that repeating an investigation gives similar results).
GLE 2.2.5 Understand that scientific comprehension of systems increases through inquiry.
(Lessons 3-12, 15, 16)
*Describe how scientific inquiry results in facts, unexpected findings, ideas, evidence, and explanations.
GLE 3.2.2 Understand that people have invented tools for everyday life and for scientific investigations.
(Lessons 1-12, 15, 16)
*Describe tools (technology) invented to advance scientific investigations (e.g., rulers, plant lights, automatic watering system, magnification devices, the development of Wisconsin Fast Plants by Dr. Paul Williams for classroom investigations).
- Many plants follow a life cycle that begins with growth from a seed then proceeds through the production of many new seeds.
- Plants have different stages in their life cycle.
- To live and grow, plants need light, water, carbon dioxide from the air, and mineral nutrients from the soil.
- Flowering plants must be pollinated in order to produce seeds.
- Many plants are pollinated by bees.
- A flower's pollen clings to a bee, but some rubs off when the bee feeds at other flowers.
- One seed produces one plant; one plant can produce many seeds.
Soon after pollination and fertilization, the flower will begin to change. The petals fade, wither, and fall. The ovules, or eggs, inside the ovary are developing into seeds. The pods, which are actually enlarged ovaries, grow and swell. The process continues until about Day 36, when the plant is removed from the watering system so that the pods can dry and ripen.
During this time, there will be very little upward growth because the plant is expending its energy on seed production. Continued measurements will confirm this for students.
Plan on having students observe and record pod growth on about Days 17, 24, and 31.
4. Lesson set up and Management
Materials:
For each student:
1 plant with pods developing
1 sheet of centimeter graph paper (see Appendix F)
1 Observation Sheet (page 43)
1 toothpick (optional)
1 student notebook
For every two students:
1 hand lens
1 pair of forceps (optional)
PREPARATION – Duplicate additional copies of graph paper from Appendix F and the observation sheet from lesson 6 if necessary.
NOTE: Check water levels and refill tanks up until day 35. On day 36, empty water tanks and allow plants to dry out. Seeds will be ripe and ready for harvest by day 42.
Observing seed pods as they continue to grow. The very tiny Wisconsin Fast Plant seeds growing inside are noticeable as darkened spots and small bumps on the outside of the seed pods.
Observing a mature Wisconsin Fast Plant seed pod magnified 10X.
FINAL ACTIVITIES
Depending on the time of year when this unit is taught, the expectations you have for writing will need to be taken into account.
Show student work from your classroom if available.
EXTENSIONS
You may choose to continue extensions mentioned in previous lessons in addition to having students observe other seed pods such as green beans and peas.
It is really exciting for students to see other seeds growing inside pods. If possible, try to provide at least beans in pods, peas in pods, or okra. Students should see that the seeds are attached to the pod by a short stalk. Nutrients from the parent plant enter the developing seed through this stalk. A scar is left on the seed when the stalk breaks away.
Reading Support: Students use non-fiction reading skills.
- ScienceSaurus (use as a resource)
- How A Plant Grows
Have students partner-read and write interesting facts and questions they may have on sticky notes. Students leave their sticky notes on the pages of the book until they are ready to transfer their sticky notes into their student notebooks. Students will read this book cover to cover over the course of this science unit.