Introduction
Our cl
ass needs your help! Our class flower keeps dying, and we don't know what we're doing wrong! We need you to help us figure this out so we can have a healthy class plant!
Task
Everyone will be in groups of three. In every group, each student will have a flower. One person from the group will keep their flower inside the classroom, in a dark corner. Another person in the group will keep their flower on the windowsill in our classroom. The third person will plant their flower outside our classroom.
Your task as a group is to figure out which flower survives longer in the environment it is given.
Process
Each student will be in groups of three. Each group member will have their own flower and their own instructions on what to do with it. All materials willbe provided for you to use (i.e. planters, soil, flowers, etc.).
Before you get your flowers, go to these websites as a group to research the importance of sunlight on plants:
As a group, try this game to help the plant grow!
http://www.sciencekids.co.nz/gamesactivities/plantsgrow.html
Group Member #1
1. Select your planter and write your name on it with a permanent black marker so that your flower is clearly marked.
2. Select your flower and place it in the planter. Scoop soil into the planter until the most of the flower's stem is submerged and the flower can be held up on its own.
3. Place your flower in the corner of our classroom that does not have any windows near it. This is where your flower will stay for the next 2 weeks.
Group Member #2
1. Select your planter and write your name on it with a permanent black marker so that your flower is clearly marked.
2. Select your flower and place it in the planter. Scoop soil into the planter until the most of the flower's stem is submerged and the flower can be held up on its own.
3. Place your flower on the windowsill in our classroom. This is where your flower will stay for the next 2 weeks.
Group Member #3
1. Select your planter and write your name on it with a permanent black marker so that your flower is clearly marked.
2. Select your flower and place it in the planter. Scoop soil into the planter until the most of the flower's stem is submerged and the flower can be held up on its own.
3. Place your flower outside our classroom, in front of the window so you can still see it from inside the classroom. Even though your flower is outside, it will remain in the planter instead of being planted into the ground. This is where your flower will remain for the next 2 weeks.
You will be responsible for recording what happens to your flower every day for the next 2 weeks. You will draw a picture of what your flower looks like, then write 1-2 sentences describing it. You will notice that as the 2 weeks go on, your flowers will start to look different. Every day you will have time to meet with the rest of your group and compare and contrast your flower observations. At the end of the 2 weeks, you will write what happened with your flower from day 1 to the end of the 2 weeks, based on your notes. In that writing, you will need to include a sentence that tells how the flower's environment caused that to happen to your flower. When we are finished with this project, we will bind your notes into a little book so you can bring it home to show your parents your hard work!
Evaluation
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3-Great Work! |
2-Getting There... |
1-Needs Improvement |
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Notes on Flower's Progress |
Notes on flower's progress throughout the 2 weeks are thorough and are an accurate description of what was happening with the flower. |
Notes on the flower's progress are vague but still accurate of what was happening in that stage of the process. |
Either there are no notes describing the day-to-day progress of the flower or there is very little written. |
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Accuracy of Pictures |
The pictures that are drawn are detailed and accurate. They are colored in in realistic colors and are neat. |
The pictures that are drawn are not as detailed, but still accurate. Colors are not entirely realistic and it is lacking a little neatness. |
The pictures that are drawn are not detailed, and either not colored in at all or just scribbled over. The picture is not neat. |
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Final Writing |
Final writing reflects the accurate events of what happened with the flower throughout the 2 weeks. Includes a sentence describing how the environment effected the flower. |
Final writing reflects events, but is not very detailed. Includes a brief sentence describing the environment's impact on the flower. |
Final writing is not at all detailed and does not include a sentence describing the environment's impact on the flower. |
Conclusion
Congratulations! You have now successfully helped our class figure out what our flower needs! Our class flower needs plenty of water and light to thrive, so we need to create an environment where that can happen!
Thank you so much for all your help!
Teacher Page
This webquest is designed to get students to understand that plants need water and light in order to live. Students will notice that the plant that is outside will get light and water from the elements. The plant on the windowsill will get sunlight, but no water. The plant in the dark corner will get neither. Students will understand what a plant needs in order for it to live and grow.
Learners:
This webquest is designed for 1st-2nd graders.
Next Generation Science Standard: LS1.C: Organization for Matter and Energy Flow in Organisms All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. (K-LS1-1)
Process:
- This project will take place over the course of 2 weeks.
- Students will record their findings and draw pictures of their plants everyday for those 2 weeks.
- Students will compare notes with other members of their group.
- Students will write about what happened to their plant and what the reason was for their outcome.