Debbie Green Thumb_tg

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How Plants Grow

from theDebbie Greenthumb Unit of Study

Teachers Guide


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How Plants Grow

from theDebbie Greenthumb Unit of Study

Written and Produced by

John Colgren

Published and Distributed by

AGC/United Learning1560 Sherman Avenue, Suite 100

Evanston, IL 60201

800-323-9084FAX 847-328-6706

www.agcunitedlearning.come-mail: [email protected]


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AGC/United Learning 1560 Sherman Av., Suite 100 Evanston, IL60201 1-800-323-9084 Fax 847-328-6706


All material in this program is the exclusive property of the copy-right holder. Copying, transmitting, or reproducing in any form,

or by any means, without prior written permission from thecoyright holder is prohibited.(Title 17, U.S. Code Sections 501

and 506).

2000 Colgren Communications


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Contents

Introduction to the Unit of Study 1

Unit Goals 1

Unit Assessment Tools 2

Unit Answer Key 2

Lesson Introduction 5

Links to Curriculum Standards 6

Student Objectives 7Instructional Notes 7

Teacher Preparation 8

Introducing the Video 8

Follow-Up Discussion 9

Blackline Master Descriptions 9

Enrichment Activities 10

Answer Key 10

Internet References 13

Script of Video Narration 13

This video is closed captioned

The purchase of this video program entitles the user to the right toreproduce or duplicate, in whole or in part, this teachers guide andthe blackline master handouts that accompany it for the purpose of

teaching in conjunction with this video, H O W PL AN TS GRO W.

This right is restr icted only for use with this video program. A nyreproduction or duplication in whole or in part of this guide and theblackline master handouts for any purpose other than for use with

this video program is prohibited.


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HOW PLANTS GROW

from the Debbie Greenthumb Unit of StudyGrades 1-4Viewing Time: 10 minutes with an optional 10-question Video Quiz

INTRODUCTION TO THE UNIT OF STUDY

The Debbie Greenthumb Unit of Study is designed foruse in grades 1-4 as an introduction to the major ideasand concepts associated with the world of plants. Thevideo programs contain information that closely sup-ports the content established in the National ScienceEducation Standards for these grade levels.

UNIT GOALS

After having particpated in each of the four programs inthe Unit of Study and their respective follow-up activi-ties, students should be able to identify that:

Plants have basic needs which they must get from theirenvironment.

Plants are the only things capable of producing their

own food.

Plants are the foundation for all food chains.

Plants release oxygen into the air as a by-product ofphotosynthesis.

Plants have specific structures for growth, survival, andreproduction.

Plants go through a life cycle.

Plants provide many raw materials that humans havebecome dependent upon.




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UNIT ASSESSMENT TOOLS

This Unit of Study is accompanied by a Unit Pre-Test,designed to gauge what students know about plantsprior to the administration of all four individual lessons,and a Unit Post-Test, designed to assess their knowledgeafter completing all four lessons and their respective fol-low-up activities. The results of these two assessmenttools may be compared on a student-by-student or class-room basis in order to highlight objectives that may needreinforcement.

UNIT ANSWER KEY

UNIT PRE-TESTMatching Section:8- pistil, the female part of a flowering plant.7- crop rotation, farmers don't plant the same type

of crop each year in a field.5- cotyledons, the stored food in a seed.4- carbon dioxide, a gas exhaled by animals and

humans.10- pollen, the male sex cell.9- stamen, the male part of a flowering plant.

2- chlorophyll, the green-colored chemical that givesplants their color and helps with food making.6- fossil fuels, fuels that have formed over millions of

years from the remains of prehistoric plants andanimals.

1- photosynthesis, the food-making process carried onby plants.

3- oxygen, a gas released by plants and needed byanimals.

Short Answer Section:1. Insects visit flowers for the nectar they contain and,

in the process, rub against the anthers and pick up pollengrains that stick to their legs and bodies. The pollen iscarried to other flowers and may be deposited on the




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stigma of the new flower. Insects help with fertilization.2. Some seeds float and can be carried by rivers and

oceans. Some seeds float in the air and are carried bywind. Some seeds are dispersed by birds and other ani-mals when they are eaten and then released with wasteproduct. Some seeds stick to fur and gain a ride.

3. Plants produce so many seeds because most willnever grow into a new plant.4. Many animals eat fruits that contain seeds. The seeds

are swallowed with the fruit and later released withwaste product. Sometimes seeds are sticky and cling toanimal fur for a ride to a new location.

5. Seeds need water, warmth, and darkness.

6. Leaves carry on the food-making process called pho-tosynthesis.

7. Roots supply support to the plant and take in waterand minerals. Some roots are used as food storage.8. Stems hold the leaves up into the sunlight. They pro-

vide a transportation system for moving water and min-erals from the roots to the leaves and food from theleaves to the rest of the plant.

9. Plants are the only living things capable of makingfood. Plants are the foundation for all food webs andthey also release oxygen into the air, which is necessary

for animal survival.10. Plants need water and minerals from the soil. Theyalso need carbon dioxide, which is taken in by leaves.Sunlight provides the energy for photosynthesis.11. Answers will vary, but may include: clothes, food, oxy-gen, shelter, lumber, medicine, fuel, etc.

Flower Part Identification:anther 4 stamen 6 stigma 1style 2 pistil 7 filament 5ovary 3




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UNIT POST-TESTDefinitions:

1. photosynthesis - The food-making process used bygreen plants.

2. chlorophyll - The chemical found in plants that givesthem the green color and helps with the food-makingprocess.3. oxygen - A gas that is released by plants and is essen-

tial to life.4. carbon dioxide - A gas exhaled by animals and taken

in by plants as an ingredient in photosynthesis.5. cotyledons - Food supplies found in seeds to provide

nourishment until the plant can start making its own

food.6. fossil fuels - Fuels, such as coal, natural gas, and oil,

that were formed millions of years ago from the remainsof prehistoric plants and animals.7. crop rotation - A technique used to keep fields healthy

by planting different crops each year.8. pistil - The female part of a flower.9. stamen - The male part of a flower.

10. pollen - the male sex cell of the plant world.

Short Answer Section:

1. Plants produce so many seeds because most willnever grow into a new plant.2. Seeds need water, warmth, and darkness.3. Many animals eat fruits that contain seeds. The seeds

are swallowed with the fruit and later released withwaste product. Sometimes seeds are sticky and cling toanimal fur for a ride to a new location.

4. Leaves carry on the food making-process called pho-tosynthesis.

5. Roots supply support to the plant and take in waterand minerals. Some roots are used as food storage.6. Stems hold the leaves up into the sunlight. They pro-

vide a transportation system for moving water and min-erals from the roots to the leaves and food from theleaves to the rest of the plant.




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7. Plants are the only living things capable of makingfood. Plants are the foundation for all food webs andthey also release oxygen into the air, which is necessaryfor animal survival.

8. Plants need water and minerals from the soil. Theyalso need carbon dioxide, which is taken in by leaves.Sunlight provides the energy for photosynthesis.

9. Some seeds float and can be carried by rivers andoceans. Some seeds float in the air and are carried bywind. Some seeds are dispersed by birds and other ani-mals when they are eaten and then released with wasteproduct. Some seeds stick to fur and gain a ride.10. Insects visit flowers for the nectar they contain and,

in the process, rub against the anthers and pick up pollengrains that stick to their legs and bodies. The pollen iscarried to other flowers and may be deposited on thestigma of the new flower. Insects help with fertilization.11. Answers will vary, but may include: clothes, food, oxy-gen, shelter, lumber, medicine, fuel, etc.

LESSON INTRODUCTION

This video program discusses the growth of plants fromsprouting seeds to adult plants capable of producing

food. Plant parts and their functions are also introduced.Debbie co n d u c ts some exp e r i m e nts to obser ve thesprouting of a seed and the movement of water throughthe stem of a plant. Roots, stems, leaves, and flowers andtheir functions are described. Photosynthesis and fertil-ization are also presented.

Other titles in the Debbie Greenthumb Unit of Study include: Where Plants Come From Plants Can Be Found Everywhere The Importance of Plants To Our World




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LINKS TO CURRICULUM STANDARDS

As sta ted in the the National Sc i e n ce Ed u ca t i o nStandards, "During the elementary grades, children buildu nde rstanding of biological concepts through directexperience with living things, their life cycles, and theirhabitats." The specific content standards addressed inthis Unit of Study are:The Characterisitics of Organisms Organisms have basic needs. For example, animals needair, water, and food; plants require air, water, nutrients,and light. Organisms can survive only in environments inwhich their needs can be met. The world has many dif-

ferent environments, and distinct environments supportthe life of different types of organisms. Each plant or animal has different structures that servedifferent functions in gowth, survival, and reproduction. The behavior of individual organisms is influenced byinternal cues (such as hunger) and by external cues (suchas a change in the environment).Life Cycles of Organisms Plants and animals have life cycles that include beingborn, developing into adults, reproducing, and eventual-ly dying. The details of this life cycle are different for dif-

ferent organisms. Plants and animals closely resemble their parents. Many characteristics of an organism are inherited fromthe parents of the organism, but other characteristicsresult from an individual's interactions with the environ-ment. Inherited characteristics include the color of flow-ers and the number of limbs of an animal. Other features,such as the ability to ride a bicycle, are learned throughinteractions with the environment and cannot be passedon to the next generation.Organisms and the Environments All animals depend on plants. Some animals eat plantsfor food. Other animals eat animals that eat plants. An organism's patterns of behavior are related to thenature of that organism's environment, including the




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kinds and numbers of other organisms present, the avail-ability of food and resources, and the physical character-i st i cs of the env i ro n m e nt. When the env i ro n m e ntchanges, some plants and animals survive and repro-duce, and others die or move to new locations. All organisms cause changes in the environment wherethey live. Some of these changes are detrimental to theorganism or other organisms, whereas others are bene-ficial. Humans depend on their natural and constructed envi-ronments. Humans change environments in ways thatcan be either beneficial or detrimental for themselvesand other organisms.

STUDENT OBJECTIVES

After viewing the video and participating in the follow-upactivities, students should be able to ...

Discuss why sprouting plants need warmth, water, air,and food. Identify chlorophyll as the green material in a leaf thatenables a plant to make its own food. List the raw materials a plant needs to carry on photo-

synthesis. Describe the main function of roots, stems, and leaves.

INSTRUCTIONAL NOTES

Before presenting this lesson to your students, we sug-gest that you preview the video and review this guideand the accompanying blackline master activities inorder to familiarize yourself with their content.

As you review the materials presented in this guide, youmay find it necessary to make some changes, additions,

or deletions to meet the specific needs of your class. Weencourage you to do so, for only by tailoring this pro-gram to your class will they obtain the maximum instruc-tional benefits afforded by the materials.




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It is also suggested that the video presentation takeplace before the entire group under your supervision.The lesson activities grow out of the context of the video;therefore, the presentation should be a common experi-ence for all students.

TEACHER PREPARATION

Duplicate any blackline masters you wish to distribute.Blackline Master 1, Pre-Test, may be used before thevideo is shown. It will help to identify what studentsalready know about the subject matter. If you plan to useBlackline Master 2, Video Quiz, which immediately fol-

lows the video presentation, you may wish to have copiesof the quiz ready to distribute at the completion of thevideo program. Also, plan to pause the tape betweenquestions if students require more time. The Video Quizand many of the other duplicating maste rs we redesigned for use with third and fourth graders, so if youare working with younger children, you will need to adaptthe material. One method would be to use the VideoQuiz as a class activity together as a review.

INTRODUCING THE VIDEO

Ask students to think of how living things go throughstages of development. Animals have babies that growand develop over years. They go through stages of devel-opment, such as being born, infancy, childhood, adult-hood, and finally, death. Plants are living organisms thatalso go through stages of development. Starting asseeds, they sprout and develop into adult plants capableof reproducing and spreading new seeds.

Present the video. The viewing time is 10 minutes forthe program and 5 minutes for the Video Quiz.




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FOLLOW-UP DISCUSSION

Lead a class discussion using the following:1. Why do most plants release so many seeds?2. What are some reasons a seed might not sprout?3. What happens to seeds that don't sprout?

BLACKLINE MASTER DESCRIPTIONS

This program contains nine blackline masters that can beused to reinforce ideas and information presented in thevideo. An Answer Key begins on page 10.

Blackline Master 1, Pre-Test, can be used to determinewhat students already know about topics covered in thislesson.

Blackline Master 2, Video Quiz, is to be used at the endof the video program. At the completion of the video,there is a short quiz. The narrator will read the questionswhich are displayed on the screen. Students can use thissheet to record their answers.

Blackline Master 3, Foil on the Soil, is an experiment to

demonstrate the importance of roots to a plant's overallwell-being.

Blackline Master 4, Needs, is an exercise to identify thethings necessary for photosynthesis and to identify therole that roots, stems, leaves, and seed play in support-ing the success of a plant.

Blackline Master 5, Roots, Stems, and Leaves, is a activ-ity for identifying the jobs roots, stems, and leaves per-form for a plant.

Blackline Master 6, Stages, is an experiment designedto illustrate the stages of growth for a bean sprout.




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Blackline Master 7, Seed Germination, is an experimentdesigned to examine the role of water in seed germina-tion. You may wish to do this as an in-class project andhave only one set-up of three pots.

Blackline Master 8, Strength of Seed Germination, is anexperiment designed to illustrate the strength of germi-nating seeds.

Blackline Master 9 is the Post-Test, a tool to measurestudent comprehension of the material presented in thelesson.

ENRICHMENT ACTIVITIES

1. Bring in an assortment of fruits and cut them open tocollect the seeds. Plant the seeds and see how theysprout. Have students keep records.2. Soak some lima beans overnight and then wrap themin damp paper toweling for five or six days. Bring themto class and have students examine the seeds to identifythe germ and the cotyledons.

ANSWER KEY

Blackline Master 1, Pre-Test1. The three main parts of a plant are the roots, stem, andleaves.2. Roots provide support and hold the plant up straight.Roots absorb water and minerals from the soil.3. Stems provide a plant's framework and support. Thestem holds the leaves up to the sunlight. The stem is thepathway for water and minerals from the roots to get tothe leaves. Food from the leaves travels through thestem to all parts of the plant.4. The leaves are where the plant makes its food.5. Seeds need warmth, water, air, and food from itscotyledons to germinate.6. Cotyledons are stored food that is used by the seedwhen it germinates and begins to grow.




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7. Photosynthesis is the food-making process plants useto feed themselves. Photosythesis requires carbon diox-ide, minerals, water, and sunlight.8. In some plants, roots are used to store food.9. Chlorophyll is the chemical that give plants their greencolor and is essential for photosynthesis to take place.10. Sunlight provides the energy necessary to carry onphotosynthesis.

Blackine Master 2, Video Quiz1. B2. A3. D

4. Leaves are where photosynthesis takes place. Leavesmake the food for the plant.5. Stems hold the leaves up towards the sun.6. Seeds need warmth, water, air and food.7. Roots provide support for the plant and keep it upright.8. Sunlight provides the energy for photosynthesis.9. Water10. Carbon dioxide, water, nutrients, sunlight

Blackline Master 3, Foil on the SoilThe plant with watered roots should do fine. The other

two should wilt and suffer from lack of sufficient water.

Blackline Master 4, NeedsA. sunlight, carbon dioxide, chlorophyll, minerals, waterB. root - supports the plant

seed - begins new plantleaves - produce food for plantstem - hold leaves up to the sun and provide pathwayfrom roots to the leaves and back again

Blackline Master 5, Roots, Stems, and Leaves1. Roots - store food, hold plant in ground, move waterand minerals to different parts of plant, take in water,take in minerals2. Stems - store food, move water and minerals to differ-ent parts of the plant, support leaves




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3. Leaves - store food, make food, release oxygen andcarbon dioxide into air

Blackline Master 6, StagesAnswers will vary.

Blackline Master 7, Seed GerminationNo water and too much water will not allow a seed to ger-minate.Blackline Master 8, Strength of Seed GerminationThe seeds will soak up the water and expand, causing the

jar to break.

Blackline Master 9, Post-Test1. Plants need carbon dioxide, water, sunlight, and miner-als.2. The plant has started to grow and has broken throughthe soil's surface.3. It protects the germ and food inside.4. The germ feeds on the material under the skin of theseed. It makes up the bulk of the seed.5. Green plants use sunlight in their fo o d - m a k i n gprocess. The grean in a leaf is called chlorophyll. Sunlightgives chlorophyll the energy it needs to change raw

materials into the food the plant needs.6. chlorophyll7. They need water and minerals from the soil. They needcarbon dioxide which animals and humans exhale. Plantsneed sunlight to carry on their food-making process.8. Roots hold the plant in place, collect water and miner-als, and sometimes store food.9. Stems carry water and minerals from the roots to theleaves, give the leaves support, and store food.10. Leaves make the food that the plant needs.




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INTERNET REFERENCES

Here are some Internet addresses that may be helpful.Don't forget to go to the AGC/United Learning site andconnect to the Debbie Greenthumb pages.

http://www.agcunitedlearning.com

http://www.letsgetgrowing.comAn online catalog of environmental science and naturesupplies.

http://www.urbanext.uiuc.edu/gpe/gpe.htmlThe Great Plant Escape

SCRIPT OF VIDEO NARRATIONHOW PLANTS GROW

Debbie has planted hundreds of seeds and watched themgrow. Today Debbie is going to try an experiment to seehow seeds grow. She will be using bean seeds from thestore. Debbie places the seeds in a jar with waterovernight. The next day, Debbie removes the soakedbeans from the jar and places them in damp paper tow-eling for five days.

Soon the beans have sprouted, or started to grow.Debbie looks at the inside of the beans. She draws a pic-ture of what she sees. Debbie's mom points to the differ-ent parts and explains what they do. The outer coatinghad been tough but the water softened it up. This outercoating is protection. Debbie's mom points to the germ,which is the part of the seed which will grow into the newplant. The two white areas that take up so much room inthe seed are called cotyledons. They are food for thegerm as it grows roots, a stem, and leaves.

Debbie's mom asks her what she thinks seeds need togrow and develop. Debbie says that the bean seeds did-n't begin to sprout until they were soaked in water.




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The leaves serve the plant well, for it is within the leavesthat food for the plant is made. Plants are able to makefood. No other thing on earth can do that. The food mak-ing happens in the leaves. Stem and leaf poke upwardthrough the soil. When the white leaf pokes through thesoil and into the light, it turns green. The green in theleaf is called chlorophyll. Chlorophyll helps the leavesmake food for the plant. The food is all gone from theseed, so now it is time for the plant to make its own food.This is how the plant makes food. It takes water and min-erals from the soil into its roots and passes them upthrough the stem to the leaves. The leaves have smallopenings on their undersides. They take in carbon diox-

ide, which is a gas that animals and people breathe out.The sunlight provides the energy that the chlorophyllneeds to change the water, minerals, and carbon dioxideinto the food the plant needs.

One important product from this food-making process isa gas called oxygen. Plants don't need much oxygen, sothey release it through the holes on the underside oftheir leaves. People and animals need the oxygen to livewe breathe it into our lungs.

So plants need the carbon dioxide which animals exhaleto release from their bodies. Animals and people needthe oxygen that plants give off. Plants and animals needeach other.

Debbie and her mom set up another experiment. Thisone will show that water can move upward in a plantthrough the stem to the top of the plant. They put redfood coloring in this cup of water. Then they put the endof this celery stalk in the cup. Celery is a stem. Afterawhile, the red food coloring has moved up the celerystalk. In the same way, water in the soil is soaked up by

the roots and moves up the stem into the leaves. Roots,stems, and leaves all grow from the food made by theplant.




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One day, flowers appear on many different kinds ofplants like beans, apple trees, and other garden plants.Bees and insects move from one flower to another col-lecting and spreading the pollen made by these parts ofthe flower. When a bee or insect goes into a flower afternectar, it rubs against the pollen and some of it sticks tothe insect's body. Then when the insects flies to anoth-er flower, some of the pollen rubs off onto this other partof the flower. When the pollen lands here, it will grow atube down to where the eggs are. The pollen and egg jointo make a seed. This is called fertilization. After fertiliza-tion takes places, the flower slowly dies and falls away. Afruit develops around the seeds. The fruit will provide

food for the new plants that might develop. So plants gothrough a life cycle just like animals and humans. Manyplants live their lives in one year.

They begin as a seed. A sprout grows from the seed.Roots, stems, and leaves develop. Blossoms appear. Newseeds develop for next years crop. The plant dies.

Most vegetables are annuals, living just one year. Beans,tomatoes, sweet corn, and melons are all examples.

Some plants are biannuals that live two years. Carrotsare an example.

Trees of course live many years. In fact, some trees arethe oldest living things. Some trees are hollow. Bees buildhives and small animals sometimes live in these trees.

Eventually all trees and all plants die, but they havespread their seeds so other new plants can grow. That'show nature works.




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Video QuizMultiple Choice:1. The food making process that plants carry on is called____________.a. chlorophyllb. photosynthesisc. germinationd. cotyledons

2. The chemical that gives green plants their color and isused with food making is called ___________.a. chlorophyllb. photosynthesis

c. germinationd. cotyledons

3. The food for a sprouting plant is stored in the seed's______________.a. chlorophyllb. photosynthesisc. germinationd. cotyledons

Short Answer:

4. How do leaves help a plant?5. What is the job of stems for a plant?6. What do seeds need to germinate, or start growing?7. What job do roots perform for a plant?8. Why is sunlight important to a green plant?9. Root hairs absorb nutrients and ________________.

10. What does a plant need to make its food?




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Name____________________________

HOW PLANTS GROW

How Plants Grow (Debbie Greenthumb Unit of Study)

2000 Colgren Communications Published and Distributed by AGC/United Learning

All rights to print materials cleared for classroom duplication and distributionAGC/United Learning 1560 Sherman Av., Suite 100 Evanston, IL 60201 1-800-323-9084 Fax 847-328-6706


1

Pre-Test

Directions: Answer the following questions as directed by your teacher. You may use the back ofthis sheet to write your answers.

1. What are the three main parts of plants?

2. How do roots help a plant?

3. What is the job that stems perform?

4. How do leaves help a plant to grow?

5. What do seeds need to germinate, or start growing?

6. What are cotyledons?

7. What is the process of photosynthesis?

8. In some plants, such as carrots and beets, the roots do more than provide support. What elsedo they do?

9. What is chlorophyll?

10. Why is sunlight important to a growing plant?


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Foil on the Soil

PURPOSE: To illustrate the role roots play in supplying a plant with needed water.

MATERIALS: 1. three impatients plants in separate pots2. aluminum foil3. water

PROCEDURES: 1. For three or four days, do not water the plants.2. One plant will have its soil watered, one will have water given only to its

leaves, and the third plant will have water given only to its stem.3. Be sure to cover the soil with the aluminum foil when

watering the leaves or stem of those two plants.4. To water only the stem, hold the plant sideways in a stream of water.5. Let the plants sit for a couple of hours but leave the foil over the

soil of the two that are not to have the roots receive water.

OBSERVATIONS:Compare the conditions of all three plants. Write down your observations here:

Watered roots-

Watered stem-

Watered leaves-

CONCLUSIONS:How do you explain these results?

Name____________________________

HOW PLANTS GROW





3


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Needs

A. Directions: Circle the things in the box that a plant needs to make its food.

B. Directions: Tell what each of these plant parts does for the plant.

Root ____________________________________________________________________

____________________________________________________________________

Seed ____________________________________________________________________

____________________________________________________________________

Leaves __________________________________________________________________

____________________________________________________________________

Stem ____________________________________________________________________

____________________________________________________________________

Name____________________________

HOW PLANTS GROW





4

spoon sunlight

oxygen carbon dioxide

chlorophyll petroleum

minerals water

cotyledons


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Roots, Stems, and Leaves

Plants have three main parts. Each part plays an important role in the plant's growth and developmen

Directions: Match the jobs listed at the bottom of this page with the plant parts numbered 1, 2, and in the chart below. Some jobs can be used more than once.

JOBS

Store food

make food

hold plant in ground

move water and minerals to different parts of plant

support leaves

take in water

take in minerals

release oxygen and carbon dioxide into the air

Name____________________________

HOW PLANTS GROW





5

1. ROOTS 2. STEMS 3. LEAVES


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Stages

PURPOSE: To show the stages of growth as a bean plant sprouts.

MATERIALS: 1. beans

2. water

3. paper towels

PROCEDURES: 1. Soak the bean seeds in a cup of water overnight.

2. Place them in paper towels that have been soaked with water.

3. Keep them in the wet paper towel for five days.

4. Observe them closely each day.

OBSERVATIONS: Draw what the seeds look like each day.

Name____________________________

HOW PLANTS GROW





6

Day 1 Day 2

Day 3 Day 4 Day 5


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Name____________________________

HOW PLANTS GROW





7

Seed Germination

PURPOSE: To discover how water affects the germination of seeds.

MATERIALS: 1. lima beans2. potting soil3. magnifying lens4. three jars5. water

PROCEDURE: 1. Fill each of the three jars with potting soil. Leave some space at the top ofeach jar. Number the jars 1, 2, 3.

2. Plant 4 lima beans in each jar. Place them about one-half inch down into thesoill, cover with soil. Place them close to the side of the jar so you can makeobservations.

3. Keep the jars in a warm place.4. In jar number 1, keep the level of water always above the surface of the soil.

This jars soil and beans are always soaked.5. In jar number 2, add just enough water each day so that the soil is damp.6. Jar number 3 will receive no water.

OBSERVATIONS: Keep a record of what you see happening in each jar for the next week or two.

CONCLUSIONS: What can you tell about a seed's need for water?


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Strength of Seed Germination

PURPOSE: To demonstrate the strength of germinating (sprouting) seeds.

MATERIALS: 1. enough bean seeds to fill a jar2. a jar with a screw-on lid3. water4. gallon-sized plastic bag with tie or ziplock

PROCEDURES: 1. Fill the jar to the very top with seeds. Really pack them in.2. Pour water into the jar till it overflows.3. Put the jar lid on and tighten it into place.4. Place the jar into the gallon-sized plastic bag. Seal the plastic bag with

a tie or ziplock it.

5. Place the entire set-up in a warm spot and look at it over thenext couple of days.

OBSERVATIONS: What happened to the seeds in the jar? What happened to the jar?

CONCLUSIONS: How can you explain any change in the appearance of the jar and seeds?

Name____________________________

HOW PLANTS GROW





8


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Name____________________________

HOW PLANTS GROW

9

Post-Test

Directions: Answer the following questions in the space provided.

1. What four things do plants need to grow strong and healthy?

2. What do we mean when we say a plant sprouts?

3. Why is the skin, or outer coating, of a seed important?

4. The germ, or seed, is the part that grows into a plant. On what does the germ feed?

5. Why is sunlight important to a growing green plant?

6. What do we call the green in a leaf?

7. Green plants produce, or make, their own food. What do they need and where do they get it?

8. How do roots help a plant?

9. What job do stems do for a plant?

10. How are leaves important to a plant?

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