Observation Journal Lesson on Plant Growth Ms.

Walls Third Graders 24 students 1 IEP student 1 ELL student 1 504 plan student Topic: Science/ Math Unit: Plants/ Measurement/ Graphing Length of Lesson: 10 days first day and last day: 60 minutes; all other days: 10 minutes Standards: Science: MA: Science and Technology/Engineering, MA: Grades 3 - 5, Life Science (Biology) Plant Structures and Functions 2. Identify the structures in plants (leaves, roots, flowers, stem, bark, wood) that are responsible for food production, support, water transport, reproduction, growth, and protection. 3. Recognize that plants and animals go through predictable life cycles that include birth, growth, development, reproduction, and death. Math: MA. 3. MD. 3 Draw a scaled picture graph and a scaled bar graph to represent data set with several categories. Solve one and two step how many more and how many less problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. MA. 3. MD. 4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units whole numbers, halves, or quarters. Objectives: 1. To observe each stage of a plants life cycle 2. To actively participate in aiding the plants life cycle 3. To write and draw observations made from a real-life continuously changing organism 4. To collect data about the plant each day 5. To compile the data onto a large class graph and compare each pairs results Understandings: 1. Students will be able to write about and draw what they observe about their plant each day, including measuring the plant. 2. Students will be able to take part in the life of their plant by taking care of it and giving it the necessary attention it needs to go through its entire life cycle. 3. Students will be able to bring all their data together and compare their data to that of their classmates.

4. Students will be able to make educated conclusions based on their observations and data collections. Assessment: Observation journal Group Measurement chart Discussion following full growth of flats Instruction: Day 1: - 40 minutes 1. Say to students, Today we will begin growing our plants that we will observe throughout our unit! First, we will talk about the observation journal you will be using each day to record what you see. 1 minute 2. Turn to a new sheet of chart paper on the easel. Take out a seed that is different from the seeds the students will be planting. Ask students, What is this? Elicit student responses, then tell them what kind of seed it is. 4 minutes 3. Say to students, For my first observation journal entry, I will write about what the seed looks like before planting it. First I will put the date on my paper where it says date. Put the date on the chart paper where it would go in the journal entry. Then I will measure my seed with a ruler in inches. Measure the seed with a ruler in front of the students. Then, I will write down the measurement of the plant thus far. Since it is only a seed, I will write down how long the seed is and put seed length next to it. Demonstrate this on the chart paper. Then I will draw a picture of what the seed looks like. Draw a quick picture of the seed, using color. Lastly, I will put into words what this seed looks like right now. How can we describe what this seed looks like in words? Have students aid you in writing down what they believe the seed looks like. 10 minutes 4. Say to students, I will hand you and your partner your observation journals, then I will hand everyone their seeds when everyone is seated. Hand each pair their journals, then go around the room and hand out the seeds. Help each pair with their observations. 10 minutes 5. When students are ready, help them plant their seed. Make sure each plant is labeled so each pair will be able to tell which is theirs. 20 minutes Days 2-6 (or until when flowers bloom) 1. Students will go to their plants and fill out their plant journals. They will measure their plants height, draw what it looks like, and write down observations about it. Then, they will place the height of their plant in a class recording chart next to their names. They can then see how tall the other students plants are becoming. 10 minutes Days 7-9 13 minutes 1. Follow step 1 from above. 2. Use your dried bees on a stick that will be made during the unit to take pollen from one flower, and put it on your plants flower(s). 3 minutes Day 10 35 minutes 1. Students will follow step 1 from above. Students should have seeds from their plants by now. They can examine the plant and the new seeds and write about

both in their journals. They should then write their last set of data on the class chart10 minutes 2. Have students gather on the rug. Discuss how the seed their plants produced is the same as the seed they started with originally. Now that their plant has produced a seed, the life cycle can begin again with the new seed. 15 minutes 3. Discuss the chart the students made, talking about the average rate at which each plant grew on a line graph created by the teacher to show the average height of each plant. 10 minutes Materials: Wisconsin Fast Plant Seeds, Containers for plants, Light Source, Irrigation system, bees on toothpicks, observation journals, rulers, utensils for coloring and writing Sponge Activity: If students finish before the other students when taking their observations, they can add more detail to their observations. If they have added a ton, they can work on their plant projects!