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Finn, Jackson, and Will's pumpkin plants started as a seed packet. We will begin by investigating a couple of fun ways to grow seeds into flowers and vegetables. Later we'll give you a chance to design your own seed packet.
There are many ways to package, plant, and grow seeds. Today we're going to plant bulbs and seeds. Then we are going to watch them grow over time at school and at home.
There are many ways to package, plant, and grow seeds. Today we're going to plant bulbs and seeds. Then we are going to watch them grow over time at school and at home.
This is a STEAM activity where we will integrate science, technology, engineering, art, and math to create and design successful, beautiful, beneficial plantings and plants. When we use the design process we use the following steps: Explore, Design, Create, Try it Out, Make it Better (EDCTM) - dance to the song above if you would like to review the design process - students need to understand these steps for MCAS science tests.
This is a STEAM activity where we will integrate science, technology, engineering, art, and math to create and design successful, beautiful, beneficial plantings and plants. When we use the design process we use the following steps: Explore, Design, Create, Try it Out, Make it Better (EDCTM) - dance to the song above if you would like to review the design process - students need to understand these steps for MCAS science tests.
What's the Problem?
What's the Problem?
What's the best way to package and/or plant seeds for healthy growing and/or transporting?
Explore:
Explore:
We will engage in a few explicit activities to explore seed generation (start of growing), successful growth environments, and successful growing.
Gather Your Supplies:
Gather Your Supplies:
- Plastic cup
- Enough rocks to fill two inches of your plastic cup.
- Two Plastic Bags
- Two pieces of paper towel
- 1 hyacinth bulb
- one pumpkin seed
- one sunflower seed
- Science sheet (optional)
Prepare Your Materials
Prepare Your Materials
- Place the rocks in the bottom of your plastic cup
- Place enough water in your cup to reach just over the top of the rocks
- Write your name on your cup and your plastic bags with a Sharpie
Activity One: Planting Bulbs
Activity One: Planting Bulbs
- Watch this video:
2. Place the bulb on top of the rocks in in the right direction.
3. Place your cup in a warm place in the classroom since we'll be out for a week and the temperatures may drop down.
4. After vacation, check your bulb, add water if necessary, and move it to a sunny space in the classroom.
5. Once your bulb starts to grow tall you may need to move it to another container. (Ms. Devlin will have containers available in the classroom after vacation.)
Activity Two: Seed Packets
Activity Two: Seed Packets
1. Watch this video:
2. Scratch your seeds.
3. Dampen your paper towels with the spray bottle of water.
4. Place each seed on a piece of paper towel. Fold the paper towel so that it is bedded in the paper towel.
5. Place the paper towel seed packet into a plastic bag, blow into the bag, and then seal the bag tightly with an elastic or zip lock.
6. Place your seed packet in a dark place.
7. In two weeks, check on your seed packet, has a seedling grown? We will plant those seedlings in soil in two weeks, and then place them by the windowsill. Later you will take your pumpkin and sunflower plants home and plant them in a sunny place. If you water them regularly, you may end up with a plant like Finn's above.
Activity Three: Late Wednesday in May
Activity Three: Late Wednesday in May
- Discuss with classmates what it takes to grow seeds successfully.
- Choose the seeds you will grow from the class collection.
- Make a plan that includes the following:
- How will you start your seeds - what kind of packaging, light or dark location, how long
- When will you replant your seeds and how will you replant them--what kind of a container will you use, will you use rocks, soil, and/or water, where will you place your seeds for good growth--in a cup in the classroom, in a container in the courtyard, elsewhere?
4. Design your plant package and/or environment on paper, show the teacher your plan. Make sure that your plan includes materials, steps, and a drawing that is labeled.
5. Create your design and start growing. Check in daily to see how your plant package/environment is doing. Make your design better in ways that you think will help.
Grade 5 STEAM 2016-2017
Life Science
Thinking Inside the Box: Designing Plant Packages
Inspired by the EIE Engineering Design Unit
Standard: 5-LS1-1 Ask testable questions about the process by which plants use air, water and energy from sunlight to produce sugars and plant materials needed for growth and reproduction.
Objective:
Students will design, create and test a plant package.
The criteria by which students evaluate their designs include preserving and protecting the plant (to meet the needs of the plant) and containing, communicating carrying and displaying the plant (to meet the needs of the consumer).
Background/Real World Problem:
Fadil’s older sister, Ikhlas, is getting married, and the whole family is excited about the event-except for Fadil’s younger sister, Bashira. She thinks that Ikhlas will forget about them once she marries and moves away. Fadil convinces Bashira that they can work together to create a special present for Ikhlas- a plant from their garden that will serve as a reminder of her family.
When Fadil and Bashira package the plant and later show it to their Aunt Rasha, they notice a problem. The plant has wilted. Taking the plant’s needs into consideration, the pair decide to redesign the package. With a little help from Aunt Rasha, they not only become more aware of the plant’s needs, but also begin to think like engineers as they solve their problem.
- For optional expanded story, see A Gift From Fadil, from the Museum of Science
Engineering Design Plan:
What’s the problem?
Explore
Design
Create
Try It Out
Make It Better
Engineering Design Challenge:
Students will design, create and test a plant package. The package will protect and nurture a plant during transport. The package will meet the needs of the consumer as well as the plant and contain the “Shake Test” and
Activity- Students will design, create and test a plant package. The criteria by which students evaluate their designs include preserving, protecting, containing and carrying the plant while also communicating the specific care instructions of the plant package.
Procedure
Materials
Design- Students will spend time planning an individual design. They will meet with their groups and discuss the advantages and disadvantages of each group member's design, then draft a common design.
Build and Test- Students will work together to implement their design, using the materials provided. Once the package is complete they will do the “shake test” to assess the protection of the plant. They will then wait 3-4 days before assessing their plant’s health and discussing the success of their design.
Guiding Questions- How can we use our knowledge of plant and consumer needs, materials, and the Engineering Design Process to design a plant package.
Reflection and Possible Redesign Questions:
Groups of students should score their plants and package designs based on the rubric (4-8). After students evaluate their designs they should work with their groups to complete the worksheet Engineering Design Process: Improve! (4-10). Encourage students to think about the score they received for each aspect of their design and which scores they could improve with a redesign.
Reflection Questions
- What materials would you change in the redesign and why?
- What worked well in your design?
- What didn’t work well?
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