Classrooms from different parts of the country and the world will
plant daffodil and/or tulip bulbs during the same week in
November. Classrooms will share about their exact geographic
location using longitude and latitude, record the temperature every 3
days, and other relevant conditions. Each classroom will be
watching for the signs of sprouting. In the classroom, students
will be making predictions about when the bulbs will begin to sprout
and will also discuss the factors relating to the growth of each bulb.
Science: Life and Environmental
Science
Social Studies: Geography
The project requires the temperature to be taken and recorded every
3
days. Our classroom will use The
Weather Channel to get accurate weather readings. The data is
recorded into a googledoc created by the project creator. A
subscription to iearn would also
need to be purchased in order to participate in the forums for the
project and upload pictures throughout the process.
After the
bulb begins to sprout, our class will use rulers to record the height
of the sprout. The students will also use digital cameras to take
pictures to upload onto the project forum.
Prior to the project, the teacher will need to purchase the
appropriate amount of tulip bulbs and prepare a space for planting the
bulbs. The teacher will also lead a series of discussions about
the needs of plants
as well as the different climates around the world. All of the
participating classrooms will be mapped out on a google maps- this can
help with some of the discussions about how the weather is different in
each region.
Throughout the project, the teacher will help the students to find and
update the current weather conditions. Pairs of students will
need assistance to record the data into the goolge doc spread sheet.
Once the bulbs have begun to sprout, the teacher will need to get
digital cameras to allow students to take photographic evidence of the
growth. Lessons about using rulers may also be needed.
The students will participate in discussions about the needs of
plants and the different climates around the world. Students will
also plant the bulbs in the provided outdoor space.
Every 3 days, a different pair of students will be responsible (with
teacher assistance) for collecting and recording the current weather
data into the provided google doc spread sheet.
After the bulbs begin to sprout, the students will be responsible for
using a ruler to measure and record the growth and use digital cameras
to take pictures of the sprouts.
Since I plan to complete this project with a Kindergarten class,
there is surely room for road-blocks! In the beginning of the
project, I will have to show students how to find the current weather
information and how to access the spread sheet. It will be
easiest to assign one pair of students to this job, however, I feel it
is important for all students to have an opportunity to input the
weather data. If this becomes too difficult for pairs of students
to record, I will have to input the data myself.
Another potential issue would be the use of the rulers. Although
we learn basic measurement in the Kindergarten curriculum, students
find using traditional rulers overwhelming. To help balance this
out, after teaching ruler basics, I would pair stronger mathematical
students with less experienced students. The students should be
able to work together to measure the sprouts.
The use of the digital cameras also has potential for
road-blocks. Although we have used digital cameras in previous
lessons, some students still have trouble with the basics. To
help with this, I would get some lesson support from the technology
teacher prior to the bulbs sprouting. Hopefully after a few
lessons with the cameras, the students will have enough experience to
take clear pictures.
The students will help come up with the conclusion for the reasons
why certain bulbs sprouted sooner than others. How did the
weather affect the growth? How did the different region affect
the weather? Students will also compare the growth of their
sprouts with their classmates.
Students will see how long it takes for the sprout to turn into a full
blossom and make observations about the plant life cycle.
Students will make conclusions based on their observations.
I would consider this project successful if my students were able to
make connections between the different climates and the difference in
sprouting results.
This project would be a failure if my students didn't understand any of
the connections between the weather and the bulb growth. It may
also be disappointing if the students don't get excited about working
with other classrooms. It may be difficult to continue a long
term project if the students find it to be cumbersome.
Contact Monica Chuppetta if you have any questions
Pictures furnished through use of creative commons on Flickr.com- Daffodil
Pink Tulip