Your job is to figure out how much water this plant needs. Try
giving it different amounts and watch what happens. give the plant
water for a week (note the calendar) and observe what happens. Then
reset and try giving the SAME plant a different amount of water....
What is the best amount of water for your plant per dayevery 6 hours...
Set the sprinkler system to keep your plant alive.
Set a sprinkler system to water the plant the right amount of water
each day.
The
parent plants, all these plants look the same, do the plants look
different. Can't tell until we take them into laboratory to check
and see.
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How did you sort the plants?
What might explain the difference in growth?
Your job is to investigate the plants and their differences. Place
each plant in a beaker and click the "laboratory button below"
When students click on the plant and put it back out in the wild.....
We would follow what is wrong...and if they pick on a happy plant theyCan you see any plants that need more water...click on it.
Do they need the same amount of water?
At the beginning of this activity you explored how much water your
plant needed. Do all the seeds need the same amount of water? what
might account for the differences in the needs of water in your
plant.
Sort the seedlings by what you think is important
difference in how much water a plant gets.
Does the seedling need the same amount of water as the parent plant?How the roots are related to the amount of water it needs.
How much water does it need?
Like you did with the parent plant, water it and find the amount of
water that best suits that plant.
You
have noticed the color as an indicator of how healthy the plant is.
How does the plant get its water.
Please note:
It is intended that this activity have students starting with different
variations so that not all students will get the same answers.
It would be nice to have a gallery that can perhaps collect journal entries
that would have the plant the amount of water it needed to grow and
create a flower ( a sign of a plant not in stress).
In this way each computer could post the picture and students can compare.
There are also several places in the activity to talk about what the model is
doing well with...is it accurate?
the model speeds up time, plants are
actually smaller on screen then in real life etc.
At teh end of activity teacher discussion should need to get into a plant
trait (roots) and how it relates to the plant getting water and surviving.
How might different roots reflect different adaptations to the environment.
Could they do a different experiment for a differnet plant triat?
Also have teacher make connections to the idea that not all parents and
offspring are identical and how might that relate to an individuals plants
survival? The population of plants survival?
Did all the plants grow exactly the same with the same amount of water? Explain using your observations.
Lets plant a whole garden.
Plant the seeds produced by your plant in garden. Set the sprinkler
system.