By Natalie Birchett
Do you love eating vegetables? Do you love flowers? Where do those items come from? They come from a garden. We are going to explore the process of growing a garden and then grow our own. Are you ready?
Letís Get Digging!
Standards for Task
S1L1. Students will investigate the characteristics and basic needs of plants and animals.
a. Identify the basic needs of a plant.
c. Identify the parts of a plantóroot, stem, leaf, and flower.
Characteristic Of Science
Habit Of Mind
S1CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities.
a. Use ordinary hand tools and instruments to construct, measure, and look at objects.
b. Make something that can actually be used to perform a task, using paper, cardboard, wood, plastic, metal, or existing objects.
c. Identify and practice accepted safety procedures in manipulating science materials and equipment.
Description Of Task
The students will be divided into groups to investigate the process of growing plants.† Each group will have a specific task to explore.† They will search the internet for gardening information.† The groups will then report their information to the class.† The class will then plant a class garden.
BBC gardening. Retrieved March 21, 2008, from http://www.bbc.co.uk/gardening/htbg/module1/assessing_your_plot.shtml
Bowen, C. (2008).
Extension agents. (2007). Flower tips for all year. Retrieved March 21, 2008, from http://horttips.ifas.ufl.edu/flowers/flowers/flowers.htm
Roche, T. (2008). Weather underground. Retrieved March 21, 2008, from http://www.wunderground.com/
Stack, G. (2008). Urban programs resource network Retrieved March 21, 2008, from.http://www.urbanext.uiuc.edu/gpe/case1/c1facts3a.html
Starr, R. (2004). NASAíS KSNN. Retrieved March 21, 2008, from http://ksnn.larc.nasa.gov/k2/s_whatPlants_v.html
The Weather Channel Interactive. (2008). The Weather Channel. Retrieved March 21, 2008, from http://www.weather.com/
Thomas, P., & Wade, G. (2004). Flowering bulbs for Georgia gardens. Retrieved March 21, 2008, from http://pubs.caes.uga.edu/caespubs/pubcd/B918.htm
The students will be broken up into four groups. Each group will have an adult leader that will assist them in their exploration. Each group will be given the following questions to answer about gardening. They will divide into groups and report to the computer lab to begin their activity. The groups will record or print out their information for reporting.
This team will go to the websites below and research: What type of soil do flowers/vegetables need in order to grow? How do you need to prepare the soil in order for flowers/vegetables to grow?
This team will go to the websites below and research: What flowers will grow in our area? Do we need to plant annuals or perennials? How long does it take the flowers to grow?
This team will go to the websites below and research: What do we need in order for the flowers to survive? Do the flowers need to grow in sunlight, shade, or both?
This team will go to the website below and research: What type of weather do we have in our area? You will also make a chart of the weather for the past two weeks. Predict the weather for the following week. This information will help the students determine what type of flower will grow best considering the weather.
After the research has been completed, the students will report back to the classroom. They will report their findings to the class about gardening. The teacher will be recording the data and information that is being presented. The teams will be assisted by their adult leader during the presentations. When the presentations are completed, the class will go to work on their class garden. The class will then vote on what plants they would like to plant in their garden. The choices will be determined using the information gathered by the flower finders. The class will also choose a location for the garden using the survivorsí information. After the garden has been planted, the class will take turns caring for it. They will work together and document its growth and progress. A bulletin board will be developed by the teacher for recording the data. The bulletin board will have the information found by the research groups, garden care data, plants planted in the garden, and data on garden growth.
The bulletin board will include the following categories:
Pictures of Garden Process/Progress
††††††††† The teacher and paraprofessionals will be in charge of the investigative teams in the class. The first grade class is a resource special education class. The students will be in need of assistance from adults at all times. The teacher and paraprofessional will assist the students in collecting information from the internet about gardening. They will be responsible for reading the information found on the internet. They will also assist the students in recording the data that is found.
The students will learn about the basic needs of the plant from this activity. They will use hands on experiences to conduct research about plants and their growth.† They will then use the research to plant a class garden.
This activity could be expanded into a home activity. The students could take the information that was collected and plant a home garden. The students could then bring in their home grown products to share with their classmates.
††††††††††† The teacher introduced the activity by asking students about plants and gardening. The students took part in a class discussion concerning their knowledge of gardening. The students were then broken into groups for research using the WebQuest. The teacher and paraprofessionals took the assigned groups to the computer lab for research. The students then used the WebQuest to conduct research about gardening and how plants grow. The students then reported their findings to the class. The class then grew a class garden using the information that was gathered. The information that was discovered was posted on a class bulletin board for everyone to enjoy.