Plant Growth & Development
Lesson 6
Observing Leaves and Flower Buds
In addition to growing in height, plants also develop true leaves and flower buds. In this lesson, students will observe the first true leaves and the buds on their Brassica plants and record their observations in both words and pictures. These developments will take place on approximately Day 7, 8, or 9.
Reading and highlighting the objectives in each lesson assures that participants are with you at the beginning of each lesson.
Objectives:
Students observe two major developments: the true leaves and the flower buds. Students record their observations in their notebooks. Students review the life cycle of a plant through this stage of development.
4. Lesson set up and Management
GLE 1.1.4 Understand that energy comes in many forms.
(Lessons 3-7)
*Describe the forms of energy present in a system (e.g., light energy is needed in a plant system so the plant can make food through photosynthesis.)
GLE 1.1.6 Understand the characteristics of living organisms.
(Lessons 1-7, 9, 10, 16)
*Identify observable characteristics of living organisms (e.g., plants have roots, stems, leaves, seeds, flowers; bees have two antennae, compound eyes, six legs, two pairs of wings, a head, thorax, and abdomen).
*Describe how plants and animals get food differently.
GLE 1.2.1 Analyze how the parts of a system go together, and how these parts depend on each other.
(Lessons 1-14, 16)
*Identify the parts of a system (e.g., roots, stems, leaves, flowers, fruits, and seeds) and how the parts go together.
*Describe the function of a part of a system (e.g., leaves are the food factories of Wisconsin Fast Plants.)
*Explain how one part of a system depends upon other parts of the same system.
*Predict and explain how a system would work if one of its parts was missing or broken.
GLE 1.2.2 Understand that energy can be transformed from one object to another and can be transformed from one form of energy to another.
(Lessons3-8, 10-12, 16)
*Identify sources of energy in systems (light energy is the source of energy in a plant system; food energy is the source of energy in an animal system).
GLE 1.2.3 Know that substances are made of small particles.
(Lessons 1, 2, 6, 9 10, 11)
*Observe and describe that some particles can only be seen with magnification (e.g., parts of seeds, parts of flowers, parts of bees).
GLE 1.2.7 Understand the life cycles of plants and animals, and the differences between inherited and acquired characteristics.
(Lessons 3-12, 16)
*Observe and describe the life cycle of a plant or animal (e.g., Wisconsin Fast Plant).
*Describe that the young of plants and animals grow to resemble their parents as they mature into adults (e.g., Wisconsin Fast Plants; bees).
*Describe inherited characteristics (e.g., leaf shape, flower shape and color).
GLE 1.3.8 Understand that living things need constant energy and matter.
(Lessons 3-12, 16 and EXTENSIONS: students also earn information from listed books, videos, web sites)
*Identify sources of energy and matter used by plants and animals to grow and sustain life (e.g., air, water, light, food, mineral nutrients).
*Identify sources of energy and matter used by animals to grow and sustain life (e.g., air, water, light, food, mineral nutrients).
*Explain how plants and animals obtain food (e.g., plants make food from air, water and sunlight, mineral nutrients; animals obtain food from other living things.)
GLE 2.1.1 Understand how to ask a question about objects, organisms, and events in the environment.
(Lessons 1-16)
*Ask questions about objects, organisms, and events based on observations of the natural world.
GLE 2.1.2 Understand how to plan and conduct simple investigations following all safety rules.
(Lessons 1-16)
*Make predictions of the results of an investigation (e.g., growth rate of the Wisconsin Fast Plant during the growth spurt).
*Generate a logical plan for, and conduct, a simple controlled investigation with the following attributes:
1)appropriate materials, tools, and available computer technology, 2) gather, record, and organize data using appropriate units, charts, and/or graphs.
*Identify and use simple equipment and tools (such as magnifiers, rulers) to gather data and extend the senses.
*
Follow all safety rules during investigations.
GLE 2.1.5 Understand how to report investigations and explanations of objects, events, systems, and processes.
(Lessons 1-16)
*Report observations or data of simple investigations without making inferences.
*Summarize an investigation by describing: -materials used in the investigation, -observations, data, results, -explanations and conclusions in written, mathematical, oral, and information technology presentation formats, -safety procedures used
GLE 2.2.1 Understand that all scientific observations are reported accurately and honestly even when the observations contradict expectations.
(Lessons 1-12, 15, 16)
*Explain why scientific observations are recorded accurately and honestly.
*Explain why scientific records of observations are not changed even when the records do not match initial expectations.
*Explain why honest acknowledgement of the contributions of others and information sources are necessary.
GLE 2.2.3 Understand why similar investigations may not produce similar results.
(Lessons 3-12, 15, 16)
*Describe reasons why two similar investigations can produce different results (e.g., identify possible sources of error, different rates of plant growth).
GLE 2.2.4 Understand how to make the results of scientific investigations reliable.
(Lessons 3-12, 15, 16)
*Describe how the method of investigation insures reliable results (i.e., reliability means that repeating an investigation gives similar results).
GLE 2.2.5 Understand that scientific comprehension of systems increases through inquiry.
(Lessons 3-12, 15, 16)
*Describe how scientific inquiry results in facts, unexpected findings, ideas, evidence, and explanations.
GLE 3.2.2 Understand that people have invented tools for everyday life and for scientific investigations.
(Lessons 1-12, 15, 16)
*Describe tools (technology) invented to advance scientific investigations (e.g., rulers, plant lights, automatic watering system, magnification devices, the development of Wisconsin Fast Plants by Dr. Paul Williams for classroom investigations).
- Many plants follow a life cycle that begins with growth from a seed and proceeds through the production of many new seeds.
- Plants have different stages in their life cycle.
- To live and grow, plants need light, water, carbon dioxide from the air, and mineral nutrients from the soil.
For excellent nitty gritty detailed descriptions and accurate illustrations on the life cycle of the Brassica, visit the Wisconsin Fast Plant web site.
If you are having any problems with plant growth, visit the WFP trouble shooting guide.
NOTE: Print these pages from the web site and keep them in your teacher handbook for easy reference.
4. Lesson set up and Management
Materials:
NOTE: Observation Sheet Lesson 6 is optional. The spaces provided on this sheet for student-labeled drawings and written descriptions are not big enough for most 3rd graders. You may choose to have students use the pages in their student notebooks instead.
Preparation:
- Become familiar with the information on the Life Cycle Cards 1 through 6 (see Background in teacher’s guide).
- Make a transparency of Observation Sheet Lesson 6 if you decide to have students use this for their labeled drawings and written descriptions.
Close-up photo of true leaves beginning to grow. Note the jagged edges and narrow shape of the true leaves compared to the smooth edges and heart shaped cotyledon leaves.
Day 9: Note the rounded heart-shaped cotyledon (seed leaves) on the Fast Plant. The true leaves show variegated edges and many veins. In between the leaves you can see tiny oval-shaped flower buds. (Photo courtesy of Wisconsin Fast Plants)
Buds begin to open, revealing the yellow Wisconsin Fast Plant flowers.
Student Management:
Tip: Before students draw and label their plant for their science notebooks, model drawing and labeling a plant on an overhead. Make sure to show the difference between the seed leaves and the true leaves in your drawing. Show the correct number of leaves and buds.
Tip: Have students refer to the hints in their Student Activity Book (pg. 20) for descriptive writing guidelines. Model descriptive sentences about the plant you have drawn on the overhead by writing a non-example (not descriptive) and an example (descriptive). A non-example of descriptive sentences might be "My plant has leaves and buds. It is growing taller." An example of descriptive sentences might be "My plant has X number of smooth heart-shaped seed leaves. It has X number of true leaves that are larger, have wavy edges, and feel rough. It has X number of small, round, green buds. My plant is X cm tall." Remind students to date their entries.
FINAL ACTIVITIES
Depending on the time of year when this unit is taught, the expectations you have for writing will need to be taken into account.
Show student work from your classroom if available.
EXTENSIONS
Have students visit the gallery of images from germination to seed pods on the Wisconsin Fast Plant web site.
Have your students visit The Great Plant Escape over the course of this unit at to learn more about plants and the reasons why life on Earth depends on plants for survival. Important information gleaned from this web site should be added to student notebooks. Each of the 6 cases (lessons) includes important learning goals and states key ideas. The glossary is linked to definitions. A teacher’s guide is included.
Life Science Video Collection: How Plants Grow (running time 18 min.)
Distributed by: 100% Educational Videos, 1-800-483-3383
Learning Objectives: (modified from video insert)
- Know the functions of the plant parts.
- Realize that a growing plant requires food, water, carbon dioxide and sunlight.
- Understand that plants, using sunlight, water, and carbon dioxide, make their own food, (glucose: C6H12O6), which provides energy for growth. The food is made in the leaf through a process called photosynthesis.
- Know that plants start life as a seed, and understand how a seed grows into a plant.
- Understand that different plants require different weather conditions.
- Understand the life cycle of plants.
- Recognize that plants need protection to survive and continue to grow.
- Realize that plants and animals rely on each other.
Writing Support:
- Have students draw and label a plant in their science notebooks.
Reading Support: Students use non-fiction reading skills.
- ScienceSaurus, A Student Handbook (use as a resource throughout the unit)
- How a Plant Grows
Have students partner-read and write interesting facts and questions they may have on sticky notes. Students leave their sticky notes on the pages of the book until they are ready to transfer their sticky notes into their student notebooks. Students will read this book cover to cover over the course of this science unit.