Plant Growth & Development
Lesson 3
Planting the Seed
During this lesson, students plant the seeds. This activity is the basis of just about everything that follows, so it is extremely important that it be done correctly. The Brassica plant's unique characteristics require special planting materials and methods. The materials and methods needed are explained in detail in the lesson. There are also suggestions of how to prepare the students for planting day by introducing them to the supplies and by using Activity Sheet 2 as a reading and sequencing activity.
NOTE: For best results, seeds should be planted on a Monday or Tuesday. Throughout this unit, refer to the Timetable for Wisconsin Fast Plants in your teacher’s guide (page XV).
Objectives:
Students collect and organize their own materials for planting. Students set up their planters with wicks, fertilizer, potting mix, and seeds.
4. Lesson set up and Management
GLE 1.1.4 Understand that energy comes in many forms.
(Lessons 3-7)
*Describe the forms of energy present in a system (e.g., light energy is needed in a plant system so the plant can make food through photosynthesis.)
GLE 1.1.6 Understand the characteristics of living organisms.
(Lessons 1-7, 9, 10, 16)
*Identify observable characteristics of living organisms (e.g., plants have roots, stems, leaves, seeds, flowers; bees have two antennae, compound eyes, six legs, two pairs of wings, a head, thorax, and abdomen).
*Describe how plants and animals get food differently.
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)
*Describe reasons why two similar investigations can produce different results (e.g., identify possible sources of error, different rates of plant growth).
GLE 2.2.3 Understand why similar investigations may not produce similar results.
(Lessons 3-12, 15, 16)
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 and 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.
The success of this lesson depends on careful organization and preparation. There are three important setups that you must do before students can begin planting:
- constructing the lighting system
- arranging the watering system
- preparing materials for distribution
For instructions on setting up the lighting system, see the insert enclosed in the lighting system kit. The other two procedures are explained in the Preparation section of this lesson. Read the instructions carefully.
4. Lesson set up and Management
Because this is a long lesson, you might want to spread it out over two days. Students can prepare the planters on the first day (Steps 1 through 5 on Activity Sheet 2) and complete planting the seeds on the next day (Steps 6 through 11 on Activity Sheet 2)
Materials:
Each student will need:
- Activity Sheet 2, How to Plant Wisconsin Fast Plants Seeds: Instructions and Checklist
- Tray for supplies
- Planter quad
- 3 oz. cup of moistened potting mix
- 12 fertilizer pellets (3 for each section of the quad)
- toothpick
- paper towel
- spoon
- 4 wicks (1 for each section of the quad)
- 8 Wisconsin Fast Plants Seeds (2 for each section of the quad)
- planter label
Every 2 students will need:
- pair of forceps
- cup of water and dropper
For the class:
- 6 - 8 sponges
- 2 dishpans of water (or classroom sink)
- trash can with plastic bag liner
- dustpan and whisk broom (or hand-held vacuum)
PREPARATION (~ 1 hour)
THE WATERING SYSTEM:
- Wisconsin Fast Plants require constant moisture. The watering system delivers water from the tank by capillary action. The route the water follows is from the tank, through the mat and wick, to the potting mix. Wicks are inserted into each planter quad. The wicks come in contact with the mat, which hangs down into the tank of water. Figure 3-1 illustrates how the watering system works. Once the system is set up, all you need to do is refill the tank every four to five days.
- SET UP:
Fill the three watering system tanks to capacity with water. Soak a watering mat in each tank for about 15 minutes, squeezing out the air bubbles under water once or twice. Next, without squeezing it out, carefully pull the mat to the top of the tank with the narrow end of the mat dangling in the water. Smooth it out to remove air pockets, then drop in a copper sulfate square to prevent algae from growing. - NOTE:
After planting, double check to see that each quad rests completely on the watering mat. Check the water mat and the potting mix in the quads each day to ensure that both are wet. This indicates that the wicking system is working. Use a dropper to water from the top of the quads if the potting mix appears dry.
For the first three days after planting, the quads must be watered from the top using a dropper in addition to the watering using the wicks.
THE LIGHTING SYSTEM
- The lighting system consists of 2 bases, 2 side supports, a crossbar with eye hooks, 2 links of chain, 4 S hooks, a power cord, and a shop light. You will need to provide 2 cool white fluorescent bulbs (48”).
- You will need to leave the lighting system on all day, every day for the duration of this unit, including over weekends and holidays. Make a sign for the crossbar so that it isn’t mistakenly turned off.
- Although cool white fluorescent bulbs are adequate, full spectrum plant light bulbs will permit better growing results.
- Once you have assembled the lighting system, use packing tape to secure the bases to the surface on which the system is placed. Expect the lighting system to get bumped around when students retrieve and return their plants to the watering system. Taping the bases down will secure the lighting system and prevent it from being accidentally bumped off a book case or narrow counter space.
DISTRIBUTION CENTER
Transparency
Figure 3-2 on page 22.
The distribution center is an efficient way to get materials out to your students.
Tip:
Refer to figure 3-2. Select and prepare 3 areas of the room in advance:
- distribution station
- student work spaces
- cleanup area
Arrange the materials needed for planting "cafeteria style" and have students pick up each item they need. Although it requires a lot of work to set up, it is a proven time-saver during this lesson and empowers students with responsibility for their own learning. To set up the distribution center efficiently, follow these guidelines:
- Select an area of the room where students can easily walk by in single-file to select their supplies.
- Position all materials in a line on a series of desks or tables pushed together.
- Count out 12 fertilizer pellets for each student and place them in small cups.
- Count out 8 seeds for each student and place them in small cups.
- Moisten the potting mix and place in cups for each student.
- Place a printed label on each item telling students what it is and how many to take.
Student Work Spaces
- Organize students in groups of 3 or 4 to make it easier for them to share supplies and ideas.
- Make sure the work area is clear of objects that might get wet or dirty (books, papers, etc.)
- Students should each have a copy of Activity Sheet 2, the instructions, and checklist for planting.
The Cleanup Area
Students are expected to clean up independently and thoroughly. Make sure the clean up area is easily accessible.
Tip:
Be sure to plant extra quads of plants. You will need them for students who are absent the day of planting, out of the room for learning assistance or receiving special services during planting. Some quad sections may not produce any plants if the seeds have been planted too deep. Also, plants may unexpectedly die over the weekend if the quad isn’t completely resting on the watering mat. By planting extra quads of plants, you will have a ready supply of backups.
Trouble Spots to Be Aware of During Planting:
- Be sure the fertilizer goes in the quads first, not the seeds. Students often confuse fertilizer pellets for seeds. Figure 3-3 shows the size difference between the seeds and the fertilizer pellets. Also the fertilizer pellets are a somewhat rounded and yellowish and the Fast Plants seeds are very tiny and brownish. It may also be helpful for you to place one of each on the overhead or under a video microscope at 10X magnification so that students can see the size and shape difference between the two.
- Seeds planted too deeply will not germinate or sprout properly.
- A splash of water will wash the planted seed out of the quad. Gently water each section with a dropper when needed. For the first 3 days after planting, the quads must be watered from the top with a dropper. After that, the wicking system should be working and all you will need to do is keep the watering tanks filled.
- Be sure the quads are close to the light bulbs (2 – 3 inches above the tops of the quads). Continue to keep the light close to the plants as they grow. The plants will grow spindly and droop if the light is placed too far away from them.
- Check daily to make sure that all quads are completely seated on the water mat, especially before leaving for the day.
- Avoid placing the growing system near a cold window or in a colder area of the room or hallway. Lower temperatures will significantly slow the growing process. Warmer temperatures will keep the plants on their targeted growing schedule for this unit.
1. Insert a wick into each section of
the quad.2. Pull wicks slightly out of the bottom
holes in each section of the quad.3. Fill quads ½ way full of soil. Add 3
fertilizer pellets to each section in the
planter quad. Fill to top with soil.4. Wet a toothpick and touch the tip
to a seed.5. Pick up the tiny seeds with wet
toothpick.6. Plant seeds just under the soil, being
careful not to push the seed down too
deep.7. Students neatly write their names on
planter markers with ball point pen or
pencil (marker will smudge) and place
them against the side of one of the
sections of the planter quad.
Student Management:
GENERAL PROCESS TO USE TO MANAGE HANDS-ON MATERIALS
- Identify a HANDS-OFF ZONE – the area just between each pair of students in a team. When materials are there, all hands are off.
- Assign Materials Managers – use a system to rotate managers, such as alternating students on different days of the week.
- Have Materials Managers raise their hand so you have their attention and know they are with you.
- At the Distribution Center, hold up each object they should get for today’s lesson and name it. Remind students how many of that item are to be taken by noting the TAKE sign by the item.
- Note the path to follow as they walk to and from the distribution center. They will go in the reverse order to return materials
- Invite the Materials Managers up. Monitor their progress down the line.
When a Materials Manager returns to the desk, the materials are placed in the Hands-Off Zone as they inventory what they should have picked up at the Distribution Center.
PROCEDURE
- Preview Activity Sheet 2, the planting instructions, and checklist with the class (perhaps even the day before). After previewing, cut the list apart and remove the numbers. Use this as a sequencing activity to help students understand what they will need to do to plant their seeds.
- Next, have a student demonstrate for the class how to walk carefully, take turns, and read labels while going through the distribution center.
- In addition to the supplies needed for planting, each group of 4 students will need a dropper and container of water for the first three days of watering. For the first three days of watering, quads must be watered from the top using a dropper in addition to the watering from the wicks.
FINAL ACTIVITIES
- Review what students have learned about seeds in lessons 1 and 2. Remind them that they have placed dried seeds in moist potting mix. Will this cause the dormant seed to germinate? Ask students to predict what might happen to the seeds over the next 24 hours. Have students write their predictions in their notebooks.
- Read Fast Plants for Fast Times on page 1 of the Student Activity Book (page 25 in the Teacher’s Guide).
Show student work from your classroom if available.
EXTENSIONS
- If you have a video microscope, place it in a spot where it won’t be disturbed for a day or two and set it up in the time lapse photography mode. Tape a brief note on the microscope explaining what you are doing so the night custodian won’t accidentally turn it off for you. Place a couple of Fast Plants seeds in a small Petri dish with enough water so that it will not evaporate away before you return in the morning. Keep the seeds continually moist. Within 24 hours the seeds will begin germination and your students will be able to view this miraculous process on digital video over and over again.
- Students may want to plant lima bean seeds and compare them to the Wisconsin Fast Plants.
ASSESSMENT
Student performance is based on the following observations:
- The ability to follow instructions and perform a task.
- The degree to which a student is able to work independently without help from adults or other students.
- The ability to make a reasonable prediction of what will happen to the seeds based on previous observations and learning experiences.
Writing Support: Students use non-fiction writing skills
- Have students write new information they have learned from the reading in their science notebooks.
Reading Support: Students use non-fiction reading skills.
- Read "Fast Plants for Fast Times" on page 1 of the Student Activity Book (page 25 in the Teacher’s Guide).
- ScienceSaurus, A Student Handbook (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.