Same volunteers as last time? email me to let me know~ musicalmom@cebridge.net
Meghan Goodman 8:15 Station 1. Morton_____ Station 2. Jennifer______ Station 3. ____ . Kelly Johnson 8:15 Station 1, Brittany ______ Station 2. Amy _____ Station 3._____
Can anyone from Duerringer's class come early?
Cheryl Kennedy 9:15 Station 1. Morton (Ross)______ Station 2. Melissa_______ Station 3. Emily & Amy________ . Emily Duerringer 9:15 Station 1. _Amanda & Teresa ___ Station 2._Shannon & Jason_____ Station 3._Jack & Jamie ___ Can anyone from Welch's class come early to help with Kennedy?. . Teresa Welch - 10:15-11:15 Station 1. Jennifer, Amy Station 2._Emily, Norma_____ Station 3._Kelly
Animal Lab
Station 1:
Animal Parts and their Functions
Activity 1: Polar Animals
·Bears’ Paws Sliding on a slick surface - slide cans on an inclined cookie sheet with and without rubber band wrapped around it. Talk about friction - rubber band is like a bear's paw, it keeps the bear from slipping.
·Penguin Undercoat
Test out insulation Hold ice sitting on top of cotton (undercoat), and shortening (fat). Talk about how undercoats and fat insulate against the cold.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Activity 2: Pond Animals
·Frog Bite Use party blowers as frog tongues, snap up paper insects with your party blower!
·Water Walkers Make a water-walker bug with cardboard and stem legs.
Talk about surface tension, test out their water walkers in a bowl of water.
Station 2:
Comparing Animal Adults to their Offspring
Activity 1: Moms, Dads and Babies
·Who Do I Belong To? Match cards with baby animals to their parents.
·Farm BabiesUse correct terms to name farm babies and parents.
Activity 2: Growth over Time
·Growth of Human Girl X
·Growth of Human Boy X
Talk to students about growing up. Can they remember anything from when they were a baby? Look at example children and how they grew taller etc. over time.
·Students select an animal and create their
dinner
Each students picks an animal card to see who they will be. Students then put together a plate of food that their animal would eat.
·Group Discussion and Engaging
Questions about what different animals eat and how they survive.
Activity 2: Roll the Dice:
·Does That Animal Get to Eat?
Roll dice with different animals on each side of the dice. Talk about how (or if) the two animals that are rolled depend on one another, and how they relate to one another in the food chain.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ The long version of the lab - skim through your station, thanks!
Thank you to Emily for putting together this awesome lab!!!
Same volunteers as last time? email me! musicalmom@cebridge.net
Thanks so much for helping (any extra help in earlier classes would be great!)
Friday April 11, 2014
Meghan Goodman 8:15
Station 1. Morton_____
Station 2. Jennifer______
Station 3. ____
.
Kelly Johnson 8:15
Station 1, Brittany ______
Station 2. Emily & Amy _____
Station 3._____
Can anyone from Duerringer's class come early?
Cheryl Kennedy 9:15
Station 1. Morton (Ross)______
Station 2. Melissa_______
Station 3. Emily & Amy________
.
Emily Duerringer 9:15
Station 1. _Amanda & Teresa ___
Station 2._Shannon & Jason_____
Station 3._Jamie ___
Can anyone from Welch's class come early to help with Kennedy?.
.
Teresa Welch - 10:15-11:15
Station 1. Jennifer, Amy
Station 2._Emily -_____
Station 3._ .
Students observe various seeds with
hand lenses. Next they plant various
seeds. They will take care of their
newly planted seeds (watering etc.) and observe plant growth the next few
weeks.
Station 2 – Plant Parts
Students learn about the six main parts (roots, stems,
leaves, flowers, fruit, and seeds) of most
plants. Next they
are given various plant parts and asked to correctly categorize them.
Possible Station 3 - Plant predators!!
Bugs, rabbits, mold? and plant defense mechanisms. If you see an interesting bug around your yard, pop it in a jar, and bring it to lab!!
The Introduction will be
5-10 minutes. Then each class will be
divided into four groups. Two groups
will separately do Station 1 while the other two groups do Station 2
together. After ~10 minutes the groups
switch.
This
lab will be conducted OUTSIDE in Elmer’s Garden (weather permitting).
Materials: Different seeds of various plants (lettuce,
radish, cosmos, lima bean) along with the packets they are sold in,
plant seed diagram, cotton w/seed sample, plastic drop clothes, potting soil,
cups, trays/bowls to plant seeds, water spray bottles.
Introduction:Show students the Plant Seed
Diagram sheet and review what a seed is.
Next show the Seed Germination sheet and explain germination.
Every seed is a tiny plant (embryo) with leaves, stems, and root parts
waiting for the right things to happen to make it germinate and grow. Seeds are
protected by a coat. This coat can be thin or thick and hard. Thin coats don't
protect the embryo well. Thick coats can let the embryo survive some tough
conditions. Seeds also contain a short
term food supply (endosperm) to help the embryo grow.
Seeds remain DORMANT (inactive) until conditions are right for it to
germinate (grow)… All seeds need water,
oxygen, and proper temperature in order to germinate. Some seed require proper light also. When a seed is exposed to the proper
conditions, water and oxygen are taken in through the seed coat. The embryo’s cells start to enlarge. The seed coat breaks open and a root emerges.
Germination happens when a baby plant is growing. When a seed begins to grow, we say it
germinates. When the seed starts to
germinate, the first thing to come out is the main root. The skin starts to
split and the tiny shoot straightens. The main root gets bigger. Side roots appear and so do leaves.
Procedure:
Hand out one hand lens
to each student and allow them to inspect the various examples of plant
seeds. Also pass around the cotton
w/seed sample for careful inspection as well.
Encourage the students to compare and discuss the seeds… different
sizes, coats, colors etc. Show them the
pictures of what the seeds ultimate grow into (photos on the seed packets).
After putting away all
hand lenses and seeds, explain to the students that they are going to have the
opportunity to grow their own plants. Each
class will grow lettuce, radish, cosmos, and lima bean.
Have the students take
turns….
Fill container half full with good moist
potting soil (cup provided).
Sprinkle ~5 seeds on the soil surface.
Lightly cover with soil. Even 1/8 inch is
enough.
Water seed with light spray.
Place near a sunny window (Classes without
windows need to transport plants outside for sunlight).
Your plants need attention and care. That means you must water them
properly (not too much and not too little water… ensure moist to the touch) and
make sure your plants get enough light.
Station #2: Plant Parts
Objective: To better understand plant parts (roots, leaves, seeds, fruits,
flowers, stems).
Materials: Plant Parts Listing Page; Different sample plant parts: beans (lima, pinto, red kidney, black eyed pea, lentil, mix),
carrots, iceberg lettuce, turnips, spinach, tomato, cucumber, broccoli,
cauliflower, sugar snap peas, celery, white boiler onion, sweet bulb onion,
mushroom, bean sprouts, Japanese eggplant, corn, apple, cabbage.
Introduction:You can eat certain plant parts. They
are important food sources for both humans and other animals.
Roots:help transport water and nutrients from
the soil, provides support “anchoring’ the plant… stores sugars and
carbohydrates.
Stems: Stems carry water and nutrients taken up
by the roots to the leaves, provides support/help leaves reach sunlight.
Leaves:designed to ‘catch’
sunlight, have openings for air/water to come/go, veins carrying
water/nutrients within a leaf,
Location of food making process:
photosynthesis (w/ green leaves)
CO2 + H2O + chlorophyll (aka green
pigment) + sunlight = glucose (plant food) + O2
Flowers:usually the ‘pretty’
part of the plant, part that makes the seeds,
Fruit:
ripened part of the plant containing seeds
Seeds: Every seed is a tiny plant
(embryo) with leaves, stems, and root parts waiting for the right things to
happen to make it germinate and grow. Seeds are protected by a coat. This coat
can be thin or thick and hard. Thin coats don't protect the embryo well. But
thick coats can let the embryo survive some tough conditions. Seeds also contain a short term food supply
(endosperm) to help the embryo grow.
Procedure:
One by one, show the
students the example plant parts. Ask
them to identify which part of the plant they are looking at.
Stems:Celery, White Boiler Onion, Sweet
Bulb Onion, Asparagus, Rhubarb
Notes: Bean Sprouts (not sure if it
is a root or a stem or both?);
Mushroom – fungi (not plant), but fruit of mushroom ‘plant’
EXTRA INFO:
Mushroom - It
is the fruit (like an apple) of the mushroom "plant" and
contain mushroom "seeds" called spores. Mushrooms are fungi, and are usually placed
in a Kingdom of there own apart from plants and animals.
Mushrooming up over night? If the body
is spread out and microscopic, how do mushrooms grow so quickly? There are two
basic reasons: 1) Since they store up compounds between fruiting and
most fruit once a year, they have a lot of reserve available to support
the mushroom. 2) Mushrooms develop differently than plants or animals do.
Plants and animals grow through cell division - to get bigger they have to
produce more cells. Cell division is relatively slow and requires a lot of
energy. The mushroom body also grows by cell division. However, the mushroom fruit
does not grow by cell division. Just about as soon as it starts to develop, a
mushroom has almost the same number of cells that the mature mushroom will
have. The mushroom increases in size through cell ENLARGEMENT! This means that
the cells can balloon up very rapidly. Very little energy is required,
basically the cells just enlarge with water. So a mushroom can increase in size
as fast as water can be pumped into its cells. Almost overnight a mushroom can
go from a pin head to a large mushroom.
Possible Station 3 - Plant predators!!
Bugs, rabbits, mold? and plant defense mechanisms.