Sunday, April 19, 2009
Post by Nick's group- Voice Thread/Digital Story
We all agreed that this assignment was the most fun thing that we've ever to do for school. By having both an audio and a visual aid, we were able to understand the information much, much better. It's difficult beause you can say the same thing a million different ways, and I think that Digital Story allows you some major flexibility. Here is our VoiceThread.
Post by Corey's Group- Google Maps
We chose to focus on the countries of India, Australia, and Antarctica for ours. Something we learned was that there are actually plants that live in Antarctica. This is something that none of us ever had any idea that this would end up true. We all really enjoyed the Google Maps activity because it allowed us to see hands-on the things that we had covered in the classroom.
Click here to see our Google Map.
Click here to see our Google Map.
Post by Shawn- Day 5
Today we learned a lot about how plants reproduce as much as they do. For me, it brought everything together for me to understand everything we have learned about throughout the whole week much better. The visual aides have helped a lot and our dramatization was something that made photosynthesis crystal clear to me. Thank you!
I am not really confused about anything, I just have a LOT of studying to do before the test to memorize all those terms. You might need them later too!
I am not really confused about anything, I just have a LOT of studying to do before the test to memorize all those terms. You might need them later too!
Post by Kelly- Day 5
I thought that today was the most interesting becausee we learned how more and more plants keep getting made. I think that it's interesting that plants have both parts for boys and parts for girls, just like humans do. I really like this lesson a lot because we have used a ton of visual aides, which helped me learn a lot.
I am not really confused about anything either- I just need to study all the plant parts for the test because there are so many terms to know!!
I am not really confused about anything either- I just need to study all the plant parts for the test because there are so many terms to know!!
Day 5- Plant Reproduction
Today we focused on how plants reproduce through the process of pollination. Just like humans, plants reproduce so that they have more than themselves. To do this, the plants' male and female parts need to unite in the process of pollination. Before pollination can occur, though, the plants need to attract things that can pollinate them, known as pollinators, to do that job. Plants accomplish this by having a strong scent and looking attractive with bright colors. When pollination occurs, pollen moves from the male parts to the female parts by a pollinator, such as wind or insects. During pollination, the pollen grains land on the stigma, which is the sticky substance on the top of the pistil (female part) and then goes down the tube in the pistil, the style, and reaches the ovuole for fertilization.
Once the ovuole is fertilized, it begins to turn into a seed, and that seed will eventually turn into the fruit. That fruit will contain seeds that will be scattered to start the entire process over again.
Homework for Day 5 (Friday):
For you assignment, I want you to again visit our classroom blog and post a short write-up about what you liked/disliked about the plant information we have covered so far. Are there still things that confuse you? If so, write them down. Finally, as always, comment on at least one other person's post. This assignment needs to be done by our next class period (Monday).
Once the ovuole is fertilized, it begins to turn into a seed, and that seed will eventually turn into the fruit. That fruit will contain seeds that will be scattered to start the entire process over again.
Homework for Day 5 (Friday):
For you assignment, I want you to again visit our classroom blog and post a short write-up about what you liked/disliked about the plant information we have covered so far. Are there still things that confuse you? If so, write them down. Finally, as always, comment on at least one other person's post. This assignment needs to be done by our next class period (Monday).
Post by Nick- Day 4
Today we learned about how plants make food through photosynthesis. I was really happy that I realized that I could think about something else that is like photosynthesis so I could understand it better. I thought of making homeade bread for this example. The ingredients for homeade break are flour, water, yeast, etc. and we mix those and put them in the oven. Then, the bread uses the heat from the oven (like sunlight) to bake the bread. The final products are our bread for food (like sugar for plants) and also the steam coming off from it (air, or oxygen).
I understand it so much easier now, and the dramatization helped a lot!
I understand it so much easier now, and the dramatization helped a lot!
Post by Corey- Day 4
Today we learned about photosynthesis and how plants make their own food. When we talked about it, this process made me think about making sugar cookies with my grandma. The ingredients that we had were flower, water, and other ingredients, and then we mix them together and use heat (like from the sun for photosynthesis) to make the reaction occur. In the end, our products are sugar(cookies) and the steam (air) coming off the cookies.
When I thought about the process in this way I was able to understand what was going on much better.
When I thought about the process in this way I was able to understand what was going on much better.
Day 4: How plants make food through photosynthesis
Today we focused on how plants make food through the process called photosynthesis. We learned a special formula to represent what is happening during photosynthesis. The formula is:
CO2 + 2H2O + sunlight ---> O 2 + (C H2O)n + H2 Oor...carbon dioxide + water + sunlight ---> oxygen + carbohydrate + water
This means that the leaves of plants absorb carbon dioxide from the air, water, and sunlight and uses those ingredients to produce the products of oxygen, sugars (plant food), and water. Here is a diagram to help visualize this process:
Also today in class we had groups of students do a dramatization of what is occurring during the process of photosynthesis.
Day 4 homework:
For homework, I would like you to again visit our classroom blog and make a post. In the post, I would like you to write about another process that you know of in everyday life that is similar to the process of photosynthesis. Talk about the ingredients and the products of your example. Then, as always, comment on at least one other one of your classmates' posts. This assignment is due tomorrow (Friday).
Post by Nick- Day 3
We learned all about the parts of a plant today and it is really confusing because there are so many parts. I do understand the plant parts that I knew before, like the roots, leaves, stem, and flower. I understand that plants have seeds too. I don't understand how plants grow and how they make other plants and I don't understand what pollinate means.
I think that we should disect our plants after they grow to learn the plant parts better.
I think that we should disect our plants after they grow to learn the plant parts better.
Post by Corey: Day 3
Today I learned a lot about plant parts. Two things I understand really well are that there are different parts for males and females in a flower and also different parts of plants, called xylem and phloem, carry water and nutrients to other parts of the plant. Something I don't understand is how we eat the ovary of the plant when we eat fruit. I thought that ovaries were something that only humans have. This confuses me a lot.
I think that we need to have more practice labeling the parts of a plant so that we learn the parts better because there are so many.
I think that we need to have more practice labeling the parts of a plant so that we learn the parts better because there are so many.
Day 3: Plant Parts
Today we learned about the many parts that a plant has. Here are the most important points:
Today I first want you to do some practice doing the worksheet about labeling plants found here. This is something you are going to have to be able to do for the test at the end of the unit. Once you have done that you need to look over our class blog and submit a post where you highlight 2 things that you understand well from today's lesson and 1 thing that you are still having some difficulty with. Also, I want you to write about what I could do better in my teaching you the parts of the flower. I know there is a lot to learn, but I want to do the best I can for you! Finally, comment on at least one other person's post about what he/she wrote. Make your post on this blog by Thursday.
- ROOTS:
- They hold the plant into the ground, also known as "anchoring"
- Suck up, or "absorb" water and nutrients (food) from the ground or soil and get them up to the rest of the plant
- Store food for the plant to use later - STEMS:
- Hold the plant upright so that it can get sunlight
- Carry water and nutrients from the roots up the plant so that it can get to the rest of the plant
- Carry water from the leaves to other parts of the plant- the cells that carry water are called xylem cells
- Carry food producecd in the leaves to other parts of the plant- the cells that carry food are called phloem cells - LEAVES:
- Coated with a waxy covering called the cuticle that protects the leaf
- Composed of 2 parts
- Blade: The biggest part of the leaf that you see
- Inside the blade are:
- Veins that transport water and nutrients to the rest of the leaf
- Margin, which is the very outer edge of the leaf
- Petiole: The connection from the stem to the blade
MOST IMPORTANT JOB: Producing food through the process of photosynthesis, which we will learn about later!
- FLOWERS:
- Make seeds so that the plant can reproduce
- They smell to attract insects and other things that can come help pollinate flowers so they can reproduce
- Main parts:
- Petals: Attract pollinators and look pretty
- Sepals: Green outer parts that protect the petals
- Pistil: Long skinny part in the middle of the flower- female reproductive part
- Stigma: Sticky part at the top of the pistil that pollen lands on for reproduction
- Style: Supports the stigma
- Ovary: The part that becomes the seed after it is fertilized
- Stamens: Skinny parts that surround the pistil- male reproductive part
- Anther: Produces pollen
- Filament: Holds the anther in place
- FRUITS:
- The ripened ovary of the plant- we eat many of them!
- Protects seeds inside of it
- Parts to the seed:
- Seed coat: Cover the outside of the seed to protect it
- Embryo: Tiny plant inside the seed that is ready to grow
- Cotyledon: The nutrients and energy stored inside the seed
- Plants with one cotyledon- monocots
- Plants with two cotyledons- dicots
Today I first want you to do some practice doing the worksheet about labeling plants found here. This is something you are going to have to be able to do for the test at the end of the unit. Once you have done that you need to look over our class blog and submit a post where you highlight 2 things that you understand well from today's lesson and 1 thing that you are still having some difficulty with. Also, I want you to write about what I could do better in my teaching you the parts of the flower. I know there is a lot to learn, but I want to do the best I can for you! Finally, comment on at least one other person's post about what he/she wrote. Make your post on this blog by Thursday.
Post by Shawn: Day 2
Today we learned that a life cycle is like a circle that keeps going and each plant has a life cycle. Three types of plant life cycles are annuals, perennials, and biennials. Annuals live for one year and are not very good because you have to plant them every single year. Perennials are the best kinds of flowers because they grow at least 3 years in a row and they aren't that much work. Most kinds of vegetable plants are biennial plants and they have 2 growing seasons but are there for 3 seasons. I don't really understand this kind.
Two annual plants are Celosia and Cape Daisy. Two perennial lants are Sea Holly and Trout Lilly. Two biennial plants are Foxglove and Money Plant.
Two annual plants are Celosia and Cape Daisy. Two perennial lants are Sea Holly and Trout Lilly. Two biennial plants are Foxglove and Money Plant.
Post by Kelly: Day 2
Today we learned that plants grow in cycles. It is called their life cycle. Plants have 3 different types of life cycles. There is annual, perennial, and biennial. Annual plants only live for 1 year, perennials live for at least 3 years, and biennials grow for 2 seasons.
When I looked on the internet I found lots of each kind of plant. Two annuals are Forget-Me-Nots and Coral Plants. Two perennials are Rosemary and Yarrow. Two biennials are Queen Anne's Lace and Parsley.
When I looked on the internet I found lots of each kind of plant. Two annuals are Forget-Me-Nots and Coral Plants. Two perennials are Rosemary and Yarrow. Two biennials are Queen Anne's Lace and Parsley.
Day 2: Life cycles of a plant
Today we learned about the 3 types of life cycles that a plant can have. Life cycles can be defined as how long it takes a plant to be planted, grow, and then die for good. The life cycle of a plant depends on the plant type because all plants have different life cycles.
The 3 types of life cycles we learned about were:
I want you to go back to our classroom blog and to write a post about what you learned in class today. Also, I want you to research on the internet 2 annuals, 2 perennials, and 2 biennials that I did not teach you about and put them in your blog post. Finally, I want you to comment on at least one other person's post about what he/she said in their post (if you agree, etc.). Make your post by Wednesday.
The 3 types of life cycles we learned about were:
- Annuals:
- These types of plants live only one growing season and have to be planted over and over. Example: Marigolds. - Perennials:
- These types of plants live for at least 3 growing seasons and they keep coming back to life. They are commonly found in gardens because they are less work. Example: Roses - Biennials:
- These plants grow during 2 different seasons. In the autumn they grow leaves, in the winter they rest, and in the spring they grow flowers.
I want you to go back to our classroom blog and to write a post about what you learned in class today. Also, I want you to research on the internet 2 annuals, 2 perennials, and 2 biennials that I did not teach you about and put them in your blog post. Finally, I want you to comment on at least one other person's post about what he/she said in their post (if you agree, etc.). Make your post by Wednesday.
Post by Shawn: Day 1
We learned lots today about plants. First we learned they grow everywhere and they are alive. They are alive because they can grow, reproduce, and do other things that humans do. We also learned that plants are used for helping the environment and for making humans breathe better.
I think that we need to be careful not to give our plants too much water, but make sure that they have enough water. We need to make sure they get fertilizer and sunlight too. We can't let them get too hot, but don't let them freeze.
I think that the plants in the shade will grow faster than the plants in the sun because the plants in the sun by the windows will get too hot and burn up. I'm not sure, that's just what I think.
I think that we need to be careful not to give our plants too much water, but make sure that they have enough water. We need to make sure they get fertilizer and sunlight too. We can't let them get too hot, but don't let them freeze.
I think that the plants in the shade will grow faster than the plants in the sun because the plants in the sun by the windows will get too hot and burn up. I'm not sure, that's just what I think.
Post by Kelly: Day 1
Today we learned that plants are all around us and that they have to have certain things to survive inside like water, nutrients, and room to grow.
I think that we need to take good care of our plants so they will grow good. We need to give them water every day and to make sure they have light.
I think the plants in the sun will grow fast and the ones not in the sun will grow slow. I hope mine grows good.
I think that we need to take good care of our plants so they will grow good. We need to give them water every day and to make sure they have light.
I think the plants in the sun will grow fast and the ones not in the sun will grow slow. I hope mine grows good.
Day 1: Plants and why we are growing them
Plants are generally defined as being a living species that include things, such as mosses, ferns, liverworts, bushes, trees, and vines. Remember that in order to be considered living, an organism must be able to perform the main life processes, which are growth, respiration (breathing), nutrition, excretion (getting rid of wastes), movement, sensitivity, and reproduction.
Plants are used for:
Plants are used for:
- Climate control
- Create and hold down soil
- Food
- Medicine
- Giving humans oxygen to breathe
We made a list that plants need to have to survive indoors. They are:
- Air
- Water
- Correct temperature
- Nutrients
- Light
- Room to grow
- Growing time
Day 1 (Monday) Homework:
I want you to explore our classroom blog that I set up for the plants unit and then to write a post about what you learned in class today. Also in your post, I want you to write about what things we can do as a class that will help our plants to grow and what things we should NOT do that would hurt our plants. Finally, I want you to predict what you think is going to happen with both groups of plants. Make your post by Tuesday.
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