The Life Cycle of Plants:
By: April E. Fegley
Introduction / Tasks / Process / Evaluation / Conclusion / Standards, Credits & References / Note to Parents
Introduction:
A note from Mrs. Fegley to get you started…
Dear Students,
Put on your thinking caps because it’s time for another
online adventure to test your knowledge of The Life Cycle of
Plants. We talked about this together in class. This will be a
review of what we learned. By the time you are finished this
WebQuest, you will all be experts. On Monday wear clothes that
you are allowed to get dirty because we will be doing some
gardening! Have a good weekend and enjoy your WebQuest
everyone.
Sincerely,
Mrs. Fegley
Tasks:
Here is what this WebQuest will review with you
1.) The ways that seeds are scattered.
2.) Parts of the plant.
3.) Parts of the flower.
4.) The animals that help pollinate of flowers.
5.) What happens once flowers are pollinated.
Process:
Strap on your thinking caps
Step #1:
First let’s do some “Brain Warm-up Exercises”:
1.) Why are plants so important to people?
2.) What are some the different “jobs” that plants have?
3.) Why is it important for us to take good care of our
environment?
These are the most “essential questions” of this unit, because it
makes what we have learned meaningful and purposeful. So let’s
see if the WebQuest supports the answers you came up with...
Step #2:
- Now “click” on this link:
http://video.nationalgeographic.com/video/player/kids/
- Watch this short video about the importance of plants:
Step #3:
- Now you will explore all the ways that seeds are scattered.
Watch very closely, because some of them are pretty funny.
“Click” on the link below when you are ready to explore:
http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/
science/plants_pt2/dispersal.htm
Step #4:
- Now “click” on this link to watch a real tomato plant sprout
from tiny seed under the soil into a plant:
http://healthandpsychology.webs.com/apps/videos/videos/show/
13288015-time-lapse-spring-plant-growth
Step #5:
- Look at the diagram of this tomato plant.
- Can you label each part using the word bank?
WORD BANK:
A.)
Stem
B.)
Roots
C.)
Leaves
D.)
Fruit
E.)
Flower
F.)
Seeds
Step #6:
- This next link will show the different parts of a flower. But it
will be your job to drag them into the correct spot. “Click” on
the link below when you are ready to give it a try:
http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/
science/plants_pt2/parts.htm
Step #7:
Here come the pollinators….
- Now “click” on this link to watch a bee help pollinate some
tomato plants. Now you’ll be VERY close, so be careful not to
get stung!
http://www.youtube.com/watch?v=koSxJZqA3DY
Step #8:
- Can you remember some other ways that plants are pollinated?
We saw a couple ways in the video we just watched.
- Try to come up with (3) others ways this happens
- There are some hints below but watch out there could be
tricks!
1.)________________
2.)________________
3.)________________
Step #9:
What comes after Pollination?
- If you don’t already know, then you are just one “click” away
from seeing what comes next.
http://www.youtube.com/watch?v=bwCpQflmQG4
Now it’s time for Evaluation:
Now that everyone is an EXPERT on Plants…
Here are your (3) choices for your Final Project on this unit.
Choose (1) to start over the weekend and bring it in on Monday. We
will continue working on them in class as anchoring activities as you
have time through the day:
1.) Design your own Flowering Plant and the fruit it makes once it
has been pollinated. Be sure to use color and label all the parts we
learned.
2.) Make a 3-Dimensional Plant Life Cycle Diagram or Poster (like we
did for our Butterfly Unit) that shows each stage and has all the parts
labeled.
3.) Make a Pollination Collage showing all the different ways that
flowers can be pollinated AND what happens to those flowers after
pollination. Make sure to have at least (5) good examples of each.
Conclusion:
Are you ready for the “BIG Brain Buster” Question?
So we have all heard the riddle, “What comes first? The Chicken?
Or the Egg?”, but what we need to know is…
- Which step goes First? Second? Third? Your choices are below:
1.)________________
2.)________________
3.)________________
Standards & Credits:
NJCCCS Standards Cumulative Progress Indicator (CPI) addressed:
• 5.3.2.D.1 - Record the observable characteristics of plants and animals to determine the similarities and differences
between parents and their offspring.
• 5.3.2.D.2 - Determine the characteristic changes that occur during the life cycle of plants and animals by explaining a
variety of species, and distinguish between growth and development.
• 8.1.2.A.5 - Demonstrate the ability to navigate in virtual environments that are developmentally appropriate.
• 3.1.2.G – Demonstrate abilitiy to recall facts and details of text.
References for Websites Utilized for this WebQuest:
http://video.nationalgeographic.com/video/player/kids/
http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_pt2/dispersal.htm
http://healthandpsychology.webs.com/apps/videos/videos/show/13288015-time-lapse-spring-plant-growth
http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/science/plants_pt2/parts.htm
http://www.youtube.com/watch?v=koSxJZqA3DY
http://www.youtube.com/watch?v=bwCpQflmQG4
https://www13.state.nj.us/NJCCCS/
April E. Fegley
Contemporary Issues of Elementary Education
Prof. O’Neal
Due: April 14, 20011
Note to Parents:
We are through another unit and the class is doing great!
Dear Parents,
This WebQuest has been designed to reinforce your
child’s learning and support his/her content mastery regarding
Parts of the Flower, which was covered in class earlier in the week.
There are several online interactive games and activities that have
been included in this WebQuest that your child should be able to
easily navigate, but as always please be “on-call” just in case
he/she requires just a little of your help.
Thank you for all of your continued support at home; it is
so crucial to each student’s overall success. As always, please feel
free to contact me with any questions or concerns you have
regarding your child.
Sincerely,
Mrs. Fegley