From Soil to Plants

 Introduction:

      You will become an agriculture agent for Bogue Sound Elementary School.  Your job is to research and discover what soil type is best for different plants.  The school will use your expertise on Spring Clean-up Day to plant flowerbeds around the school.

 The Task:

      After investigating the three major soil types you will plant flowers of various kinds in order to analyze the ability of each soil type to support the growth of each flower type. You will be responsible for a Science Journal to record your findings.  Each group will create a “PowerPoint” presentation documenting the process.

 The Process:

 Soil

      You will work together in small groups to find important facts about soil.

1. Visit http://ltpwww.gsfc.nasa.gov/globe/app_soil/hmsoil.htm to learn how much soil is there on planet Earth.  Record your findings in your journal.
2. Go to the Media Center and use the Patron’s Catalog to look up “soil”.  Find a resource.  Check it out and read it to discover interesting facts about soil. Using the “Inspiration” software complete a book report. Print a copy and add it to your journal.
3. Next visit http://www.urbanext.uiuc.edu/gpe/case2/c2brief.html to solve the “Case of Soiled Again”.  Here you will begin the understand the importance of soil and how what’s in it relates to it’s ability to support growth.  Remember to record your finding in your journal.
4. Each group will be given cups with the three different soil types: clay, sand and humus.  Each member will investigate each type for the following information: color, texture and the capacity to retain water.  Document your experiments into your journal.  Using the “Inspiration” software create a classification map about soil.  Print a copy and add to your journal. 
5. In your journal predict which soil type will support the growth of the flowers the best.  Write a sentence or two supporting your prediction.

Plants/Flowers

     You will work in small groups to learn about plants and flowers.

1. Visit http://www.urbanext.uiuc.edu/gpe/case1/index.html to solve the case of “In Search of Green Life”.  Here you will learn  how to identify the different parts of plants, what each part does and how plants grow.  Remember to record your finding in your journal.
2. Using the “Inspiration” software, create a drawing of a plant and label the different parts.  Print and save a copy in your journal.
3. Go to the Media Center and use the Patron’s Catalog to look up “plants” or “flowers”.  Find a resource. Check it out and read it to discover interesting facts about plants or flowers.  Using the “Inspiration” software complete a book report.  Print a copy and add to your journal.
4. Next, complete the WebHunt on plants at http://swlauriesb.qc.ca/english/edservices/pedresources/webquest/plants.htm   Print a copy of your work.  Store your work in your journal.

Soil and Plants

1.      Each class will be given six Planter’s Boxes, three different soil types, and four different types of plants/flowers.  Students should work in small groups.  Fill the boxes with the soil.  There should be two boxes for each type.  Next, plant the flowers.  All the boxes need to be planted the same way: bulbs in the left corner, seeds and cuttings in the middle and tubers in the right corner.  Measure and record plant size in your journal.  Place one box of each soil type outside and place one inside (controlled environment).

2.       Students will monitor and measure the growth of the different plants and note their environment throughout the year.  They will record their findings in their journals.  Using the digital cameras take pictures when plants are at their height.

3.      In Computer Lab students will record their results on a pre-designed database/spreadsheet.  The class will then analyze the data.  Charts and graphs will be made from the data.  Check your predication.  Were you correct?

4.      Each class will create a PowerPoint presentation of the entire project for future third graders and to share with their parents.  Each student is responsible for one slide. 

5.      On Spring Clean-up Day these students will use the knowledge and expertise to assist in the planting of new flowerbeds around the school. 

Field Trips

1.      Make arrangements with the Horitculture classes at Crotan High for a visit

To their greenhouse.

2.      Make arrangement to visit a local strawberry farm and pick the berries. Willis or Garner Farms in the Newport area.

3.      Make arrangement to visit local nurseries. Sunshine Gardens in Morehead.

The Objectives:

The following objectives from the North Carolina Standard Course of Study  for third grade will be address:

Science:

      Goal 1  The learner will build an understanding of plant growth and adaptations.

1.01    Determine that the quantities and qualities of nutrients, light, and

water in the environment affect plant growth.

1.02    Observe how environmental conditions can determine how well

plants grow and survive in a particular environment.

1.03    Analyze plant structures for specific functions:

growth, survival, and reproduction.

1.04    Determine that new plants can be generated from: seeds, tubers,

bulbs, and cuttings.

1.05    Determine that the number of seeds a plant can produce depends

on variables such as light, water, nutrients and degree of

pollination.

            Goal 2  The learner will build an understanding of soil concepts.

2.01    Differentiate the properties of soil such as color, texture, and

capacity to retain water.

2.02    Analyze the ability of soil to support the growth of many plants,

including those in our food supply.

2.03    Identify various types of soil: sand, clay, humus.

2.04    Evaluate composting to show how plant and animal material can be

broken down to form soil.

Computer/Technology:

            Goal 1  The learner will understand important issues of a technology-based

                        society and will exhibit ethical behavior in the use of computer and other

                        technologies.

1.01    Identify, discuss, and chart uses of technology in the community.

1.02    Identify the function of common computing devices.

1.03    Recognize, discuss and use responsible and safe behavior in

the use of technology resources.

1.04    Demonstrate knowledge of  individual’s rights of ownership

of created works by citing sources.

1.05    Identify, discuss, and visually represent uses of databases in the

community to collect, organize and display information.

1.06    Identify, discuss and use database terms.

1.07    Recognize spreadsheets as a tool to organize, calculate and

graph information to make predications.

1.08    Identify and discuss spreadsheet terms/concepts.

1.09    Identify and use formatting terms/concepts.

1.10    Recognize that Copyright Laws protect creative works of

indiduals/groups/companies.

1.11    Identify and discuss guidelines for media to consider in

developing multimedia projects as a class.

1.12    Identify and discuss Copyright and Fair Use Guidelines

as a class.

1.13    Identify and discuss use of rubrics to define and evaluate

elements of class multimedia projects.

1.14    Identify, discusss and use terms/concepts.

1.15    Recognize, discuss and demostrate responsible and safe

online behavior as a class/group.

1.16    Cite sources of information (print and nonprint) for a

class project.

            Goal 2  The learner will demonstrate knowledge and skills in the use of

                         computer and other technologies.

2.01    Select and use appropriate features and functions of hardware and

software for class assignments.

2.02    Discuss and select appropriate technology tools to collect,

analyze and display data.

2.03    Use prepared databases to search/filter and sort alphabetically/

numerically in ascending/descending order.

2.04    Modify prepared databases to enter/edit additional information

and cite the source.

2.05    Plan, discuss and use keyword search/filter using one criterion

in prepared databases.

            Goal 3  The learner will use a variety of technologies to access, analyze,

                        Interpret, synthesize, apply, and communicate information.

3.01    Recognize, discuss and use graphs to display and interpret data in

prepared spreadsheets: identify and cite sources.

3.02    Enter/edit data in a prepared spreadsheet to perform calculations

and determine which graph best represents the data as a class/group.

3.03    Use word processing as a tool to write, edit, and publish sentences,

paragraphs, and stories.

3.04    Identify, discuss and use multimedia to present

Ideas/concepts/information in a variety of ways as a class.

Math:

            Goal 1  The learner will model, identify and compute with whole numbers

                         through 9,999.

                        1.01c  Compare and order numbers

                        1.02b  Estimation of sums and differences in appropriate situations.

            Goal 2  The learner will recognize and use standard units of metric and

                         Customary measurement.

                        2.02a  Estimate and measure using capacity ( cups, pints, quarts,

                                    gallons, liters).

            Goal 4  The learner will understand and use data and simple probability concepts.

                        4.01  Collect, organize, analyze and display data ( including circle graphs

                                    and tables ) to solve problems.

English Language Arts:

            Goal 2  The learner will apply strategies and skills to comprehend text that is

                         read, heard and viewed.

                        2.05  Draw conclusions, make generalizations, and gather support by

         referencing the text.

2.06    Summarize main idea(s) from written or spoken texts using

succinct language.

2.07    Explain choice of reading materials congruent with purposes.

2.08    Listen actively by: facing the speaker, making eye contact, asking

questions to clarify the message, and asking questions to gain

additional information and ideas.

            Goal 3  The learner will make connections through the use of oral language,

                         written language, and media and technology.

3.03    Use text and own experiences to verify facts, concepts, and ideas.

3.04    Make informed judgments about television productions.

3.05    Compare and contrast printed and visual information.

3.06    Conduct research for assigned and self-selected projects from

a variety of sources.

            Goal 4  The learner will apply strategies and skills to create oral, written, and

                         visual texts.

4.02    Use oral and written language to: present information in a sequenced

logical manner share information and ideas, report information on a

topic, and explain own learning.

4.03    Share written and oral products in a variety of ways.

4.04    Use planning strategies to generate topics and to organize ideas.

4.05    Identify the purpose, the audience, and the appropriate form

for the oral or written task.

4.06    Compare a draft that conveys major ideas and maintains focus on

the topic by using preliminary plans.

4.09    Produce work that follows the conventions of particular genres.

4.10     Explore technology as a tool to create a written product.

Goal 5  The learner will apply grammar and language conventions to

             communicate effectively.

Materials per classroom;

            Six Planter’s boxes

            Six bulbs (plant in the Fall and bloom in the Spring)

            Six tubers (plant in the Fall and bloom in the Spring)

            Six or more seeds (Plant anytime)

            Six cutting of the same plant

            Soil- enough of each kind to fill two boxes

            Cups

            Weight scales

            Rulers

            Digital camera

            Computers with  Internet access

            Spreadsheet application

            DataBase application

            PowerPoint software

            Inspiration software

            Science Journal

Other Notes:

            This was designed to be a yearly project.  The learning and experimenting with soil and plants should be taught in the first 9 weeks.  Bulbs and tubers need to be planted in the Fall in our area in order to bloom in the Spring.  Seeds and cuttings can be planted and measured in the winter months.  Digital pictures will be taken for useage in the Class

PowerPoint presentation. Students/Class can present the PowerPoint presentation at PTO, class invite or some other special event.