4. In about 24 to 48 hours the seedlings
will erupt through the soil, once the
seeds have germinated. This means the
seeds have absorbed water and have
swollen to the point that the plant
inside the seed can burst through the
seed coat and begin to grow. The roots
will grow downward to anchor the plant
in the soil. The stem will grow upward
toward the light source.
The seed takes in The stem begins to
water.It swells and
grow upward. The roots
bursts open the seed
coat. extend downward.
5. Once there are seedlings visible in each of the 4 quad areas,
students will need to thin the plants out so that there is one
remaining plant in each section. If any section does not have a
plant growing, a“donation,” may be transplanted into that
section.
Thinning involves loosening the soil with a toothpick around a
plant that is to be moved. The plant will then gently be lifted
out.
Transplanting involves moving the plant to a new location to be
planted.
6. Students will measure one of the 4 growing
plants over a period of time. The
measurements will be done in centimeters
and graphed on a bar graph. Students will be
able to see the progression of growth for
that particular plant.
7. Students will make bee sticks which will
be used to pollinate their plant. They will
use one toothpick, glue and a freeze
dried honeybee. Each student will spread
glue on about ¼ inch length at the end of
their toothpick. The honeybee will now be
placed on the glued area, so that the legs
of the bee are closest to the
toothpick.They should be allowed to dry
overnight. Once the bee sticks are
made, students will simulate pollination
by touching the bee to each of open
Brassica flowers on their plant.
8. After the plants have been pollinated with bee sticks for several days, students will
observe that the flowers will begin to change. Petals will begin to drop off. They will
begin to see the emergence of seed pods in the center of each flower. Later, these
pods will be harvested. When broken open, the pods will reveal the same type of seed
which the students had planted-The Cycle of Seed to Seed.
9. Flickr,Honeybee photo, http://www.flickr.com/photos/encinoman/758056531/
Kathy Schrock Guide for Educators, clip art of seed growth
http://school.discoveryeducation.com/schrockguide/
Power point clip art, bar graph, girl at computer, book
Motivation Station, bean in a pot
http://school.discoveryeducation.com/clipart/
( hyperlink)
Discovery Education, Streaming video, Observing Seed Pods (hyperlink)
http://player.discoveryeducation.com/index.cfm?guidAssetId=EB73998A-7AC0-
4D68-A7CE-8E2DA3F5D2D5&blnFromSearch=1&productcode=US
(hyperlink)
Photo of a Brassica Flowering Plant,cover
http://www.maltawildplants.com/CRUC/Pics/BRSRA/BRSRA-
Brassica_rapa_subsp_sylvestris_t.jpg
Photo of Wisconsin Fast Plants in a quad planter
http://www.carolina.com/images/en_US//local/products/detail/158884_lp.jpg
11. Life Science Strand 2
Identify the ways in which an organism’s habitat provides for its basic needs
(plants need air,water,nutrients and light)
Identify the structures in plants (leaves,roots,flowers,stem)that are
responsible for food production,support,water
transport,reproduction,growthand protection)
Recognize plant behaviors,such as the way seedlings stems grow toward
light and their roots grow downward in response to gravity
Life Science Strand 4
Describe different ways in which a problem can be represented,
e.g.sketches,diagrams,graphic organizers and lists
Math Strand 5
Collect and organize data using observations,measurements,surveys or
experiments, and identify appropriate ways to display the data