Plant Growth & Development
Lesson 7
Observing the Growth Spurt
Some time between days 9 and 13 your students will notice a growth spurt in their Brassica plants. Students will be closely monitoring this growth by measuring their plants and predicting the next day’s growth based on the pattern of their data.
Reading and highlighting the objectives in each lesson assures that participants are with you at the beginning of each lesson.
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.
(Lessons3-8, 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 1.3.8 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 2.1.3 Understand how to construct a reasonable explanation using evidence.
(Lessons 7, 15)
*Generate a scientific explanation of an observed phenomena using given data.
*Predict what logically might occur if an investigation lasted longer or was changed.
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 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.
Just like any other living organism, plants will exhibit differing growth rates. Although the growth spurt is likely to occur between days 9 and 13, early or late “bloomers” may exhibit a growth spurt as early as 7 days and as late as 14 days. Figure 7-1 shows before and after a growth spurt. The upward growth is most noticeable in the stem between the leaf nodes (places where leaves are attached).
Students will continue to use their skills of observation, measuring, predicting, and graphing acquired in lesson 5.
4. Lesson set up and Management
Tip:
As the Brassica plants grow taller, they will need to be staked with bamboo skewers for support. Demonstrate this procedure using plants belonging to absent students or students who may need extra assistance to be successful. Direct students to place a skewer next to the plant stem. Then have them gently press the sharpened end down into the soil while rolling the skewer between their thumb and fore finger. Finally, have students gently attach the stem to the skewer using a clear plastic cut ring or a twist tie.
FINAL ACTIVITIES
NOTE: Have students first discuss these questions in pairs or small groups (4 or fewer). Then share out as a whole class. Students will feel that their data, observations, and conclusions have been honored.
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
Have your students continue the extensions from lesson 6 (video – How Plants Grow, web site support: The Great Plant Escape, trade book: How A Plant Grows).
Writing Support:
- Students continue to add important information and labeled drawings to their science notebooks.
Reading Support: Students use non-fiction reading skills.
- 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.