A Collaborative Internet Project
The focus of this project is on Science in Spring, specifically plants and animals that "spring into life" at this time of year, so our beautiful daffodils were a natural choice as a focus for our work.
Our work for this project took us
|LEARNING ABOUT FLOWER PARTS|
See how it inspired us to write wonderful haiku poetry here.
Using a sheet to guide us, we carefully dissected our daffodil flowers,
matching each part to the names on our sheet.
This was very exciting - we even found some seeds in the ovary!
Our young botanists closely examine their daffodils' flower parts.
|INVESTIGATING SEEDS AND BULBS|
and were SO excited to find seeds in their daffodils.
"Can we plant them?" "Will they grow into daffodils?"
were questions I heard over and over.
I let them know that, of course, they could plant them,
and that scientists discover answers through experimentation,
but that they might be disappointed with the results.
Most of the chidren were VERY surprised to learn
that daffodils grow from bulbs. Some knew nothing about plant bulbs,
so on to our next investigation...
Our current literacy theme was fairy tales,
so we enjoyed a version of Jack and the Beanstalk,
a story in which seeds play an important role.
Did the children know a bean was a kind of seed?
Most did, but did they know the treasure hidden inside?
We soaked lima beans, then carefully pried them open.
We found a tiny plant with a root and leaves inside!
(Some children marveled at how they looked like butterflies!)
Children took home five beans each to plant
(like Jack in the version we read).
After just 10 days, look at Piper's beans!
We think it miight be Piper and the Beanstalk!
Then we turned our attention to bulbs.
Bulbs look quite different than seeds,
but would they hold the same tresaure?
Although very different than seeds in some ways,
bulbs are very much the same, each holding
the beginning of a life cycle inside, ready,
when the time is right, to "spring into life."
To help us further understand bulbs we read excerpts from
Millicent Selsam's book Bulbs, Corms, and Such.
This book is highly readable for second graders
and gives great information.
(Note: This book is out-of-print, but a wonderful resource
for exploring bulbs - check your local library.)
WHAT DID WE LEARN?
We compared and contrasted seeds and bulbs as a class.
Here is a Venn diagram we created together using Inspiration.
As our investigation began to wind down, I shared
Hans Christian Andersen's fairy tale The Snowdrop
with the children - a perfect connection with our literacy theme.
Finally, we carefully studied the parts of a bulb
and drew scientific diagrams of them in our Artists' Notebooks.
Here are just two examples of the many
wonderful diagrams the children drew.
Nick's work above, Teresa's below.
It's so exciting when children make connections!
While reading the book Proirie School by Avi,
Teresa discovered the following and couldn't wait to share it:
"It's a dogtooth violet. The only lily in this area.
It grows from a bulb. The Indians boil the bulb and eat it for food."
And the learning continues!
You may find these resources useful in exploring flowers, their parts, plant parts, and bulbs.|
|ADDRESSING THE STANDARDS|
|This project addressed many of our state's standards, including the following Massachusetts Science and Technology/Engineering Curriculum Framework learning standards:|
Life Science (Biology)
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